本文選題：語塊 + 口語輸出　； 參考：《復(fù)旦大學(xué)》2012年碩士論文

【摘要】：自二十世紀(jì)八十年代初以來,語塊理論成為語言教學(xué)研究中的一個(gè)重要理論視角。但是在對(duì)外漢語界,與語塊相關(guān)的研究,還僅僅停留在討論漢語語塊分類、功能及其應(yīng)用價(jià)值層面,理論引介和應(yīng)用探討居多,實(shí)證研究較少。在以往研究成果中,很多學(xué)者提到了語塊理論對(duì)于提高漢語學(xué)習(xí)者口語輸出質(zhì)量的作用和意義,但卻未能對(duì)漢語學(xué)習(xí)者的口語語塊輸出情況進(jìn)行具體考察與分析。對(duì)此,論文通過語料分析、訪談與對(duì)比分析等方法,詳細(xì)描寫和分析了中高級(jí)階段漢語學(xué)習(xí)者的口語語塊,并將其與母語者的口語語塊進(jìn)行了對(duì)比。 論文通過實(shí)證研究發(fā)現(xiàn),中高級(jí)階段漢語學(xué)習(xí)者的口語語塊輸出頻率普遍低于母語者,其心理語塊庫存儲(chǔ)量以及語塊覆蓋面明顯低于母語者,存在高度使用簡單和常見語塊的現(xiàn)象。在語塊類型方面,中高級(jí)階段漢語學(xué)習(xí)者對(duì)固定日常用語、半固定短語結(jié)構(gòu)和高頻搭配這三類較為熟悉,固定熟語類語塊掌握欠佳。在語塊偏誤方面,論文將學(xué)習(xí)者的常見語塊偏誤分成了語塊誤用、生造語塊、語塊殘缺或贅余三類,認(rèn)為輸入質(zhì)量不佳、母語負(fù)遷移、規(guī)則泛化、情感屏障和反饋缺失等都有可能造成語塊偏誤。 論文共分為五章： 第一章是緒論部分,介紹了該文的寫作動(dòng)機(jī)、意義、目的和方法。 第二章是文獻(xiàn)綜述部分,回顧了語塊理論的發(fā)展以及漢語語塊及語塊教學(xué)方面的相關(guān)研究。 第三章是理論基礎(chǔ)部分,梳理了語塊與二語習(xí)得、語塊的性質(zhì)和特點(diǎn),以及語塊的類型等基本問題,為下一章的實(shí)證研究做好了理論鋪墊。 第四章是實(shí)證研究部分,主要包括語料來源、語料處理方法、訪談設(shè)計(jì)和初步分析結(jié)果。 第五章是結(jié)語部分,主要總結(jié)了論文研究的一些基礎(chǔ)結(jié)論及其對(duì)外漢語教學(xué)的一些啟發(fā),同時(shí)也指出了該研究還存在的幾點(diǎn)不足。 該論文研究有助于了解漢語學(xué)習(xí)者的口語語塊輸出特點(diǎn)與處理機(jī)制,研究結(jié)論對(duì)改進(jìn)漢語教學(xué)和提高教材編寫質(zhì)量具有一定的參考意義。
[Abstract]:Since the beginning of 1980's, chunk theory has become an important theoretical perspective in language teaching research. However, in the field of Chinese as a foreign language, the researches related to lexical chunks only focus on the classification, function and application value of Chinese chunks. The theoretical introduction and application are mostly discussed, but the empirical studies are few. In previous studies, many scholars have mentioned the role and significance of lexical chunk theory in improving the quality of Chinese learners' oral output, but they have failed to make a specific investigation and analysis on the output of Chinese learners' oral chunks. In this paper, by means of corpus analysis, interview and comparative analysis, this paper describes and analyzes the oral chunks of middle and advanced Chinese learners in detail, and compares them with those of native speakers. Through empirical research, it is found that the frequency of oral chunks output by middle and advanced Chinese learners is generally lower than that of native speakers, and the inventory reserves of psychological chunks and the coverage of chunks are significantly lower than those of native speakers. There is a high degree of use of simple and common chunks. In the aspect of chunks, Chinese learners at middle and advanced stage are familiar with the three categories of fixed daily language, semi-fixed phrase structure and high-frequency collocation, and the fixed idiom chunks are not well mastered. In the aspect of lexical errors, the common lexical errors of learners are divided into three categories: the misuse of chunks, the creation of chunks, the incomplete or redundant chunks, and the poor quality of input, negative transfer of mother tongue, and generalization of rules. The emotional barrier and the lack of feedback may cause chunks bias. The thesis is divided into five chapters: The first chapter is the introduction, which introduces the motivation, significance, purpose and method of this paper. Chapter two is a literature review, which reviews the development of lexical theory and the research on Chinese chunks and chunks teaching. The third chapter is the theoretical basis, combing the basic issues of chunks and second language acquisition, the nature and characteristics of chunks, and the types of chunks, which provides a theoretical basis for the empirical research in the next chapter. The fourth chapter is an empirical study, mainly including data sources, data processing methods, interview design and preliminary analysis results. The fifth chapter is the conclusion, mainly summarizes some basic conclusions of the thesis and some inspirations of teaching Chinese as a foreign language, and points out some shortcomings of the study. This paper is helpful to understand the characteristics and processing mechanism of Chinese learners' oral chunks, and the conclusions are helpful to improve the teaching of Chinese and the quality of textbooks.
【學(xué)位授予單位】：復(fù)旦大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類號(hào)】：H195

【引證文獻(xiàn)】

相關(guān)期刊論文 前1條

1 謝麗古力·哈斯木;;少數(shù)民族大學(xué)生漢語口語能力探究[J];青年文學(xué)家;2013年21期

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本文編號(hào)：1986731