本文選題：美國(guó)留學(xué)生 + 能愿動(dòng)詞　； 參考：《南京大學(xué)》2012年碩士論文

【摘要】：對(duì)外漢語(yǔ)教學(xué)中,能愿動(dòng)詞是留學(xué)生必須掌握的常用的語(yǔ)法點(diǎn)之一,也是對(duì)外漢語(yǔ)教學(xué)的難點(diǎn)之一。本文在前人研究的基礎(chǔ)上,以美國(guó)留學(xué)生為研究對(duì)象,通過(guò)自然語(yǔ)料、測(cè)試與調(diào)查問(wèn)卷三種調(diào)查方法相結(jié)合,重點(diǎn)考察了美國(guó)留學(xué)生漢語(yǔ)能愿動(dòng)詞的習(xí)得順序。 全文共分四章。 第一章提出了選題的緣由、理論依據(jù),介紹了前人關(guān)于能愿動(dòng)詞與習(xí)得順序的相關(guān)研究成果。同時(shí),本章還描述了論文的總體研究設(shè)計(jì),包括本文所選定的能愿動(dòng)詞的范圍與劃分依據(jù),能愿動(dòng)詞的具體義項(xiàng),本文的研究方法,具體的研究步驟與筆者的預(yù)期假設(shè)。 第二章介紹了基于自然語(yǔ)料所展開(kāi)的漢語(yǔ)能愿動(dòng)詞的習(xí)得順序研究。本文通過(guò)搜集南京大學(xué)海外教育學(xué)院的美國(guó)留學(xué)生的八十多萬(wàn)字的書(shū)面語(yǔ)料,從中提取出607條有效語(yǔ)料作為考察樣本,分為初級(jí)、中級(jí)、高級(jí)三個(gè)階段,分別統(tǒng)計(jì)出每個(gè)階段的習(xí)得順序。同時(shí),本文將三個(gè)階段的習(xí)得順序通過(guò)SPSS20.0軟件進(jìn)行數(shù)據(jù)檢驗(yàn),確保數(shù)據(jù)的有效性與實(shí)驗(yàn)的可行性。最后,本文將三個(gè)階段的習(xí)得順序進(jìn)行綜合,得出基于自然語(yǔ)料部分的能愿動(dòng)詞的習(xí)得順序①. 第三章介紹了基于測(cè)試與調(diào)查問(wèn)卷所展開(kāi)的漢語(yǔ)能愿動(dòng)詞的習(xí)得順序研究。本文通過(guò)測(cè)試的方法,對(duì)128名美國(guó)留學(xué)生進(jìn)行能愿動(dòng)詞的考察。本文將128名美國(guó)留學(xué)生分為初級(jí)、中級(jí)、高級(jí),通過(guò)正確率排序得出美國(guó)留學(xué)生三個(gè)階段能愿動(dòng)詞的習(xí)得順序。通過(guò)卡方檢測(cè)與spearman等級(jí)相關(guān)分析,得出三個(gè)階段的能愿動(dòng)詞的習(xí)得順序是有效且相關(guān)的。最后,本文綜合三個(gè)階段習(xí)得順序,得出測(cè)試部分的習(xí)得順序②. 本文通過(guò)調(diào)查問(wèn)卷的方式,對(duì)128名美國(guó)留學(xué)生對(duì)每個(gè)能愿動(dòng)詞的難度及在日常生活中使用的頻率做了調(diào)查。用“數(shù)字難度評(píng)價(jià)”對(duì)主觀難度進(jìn)行評(píng)價(jià),根據(jù)統(tǒng)計(jì)結(jié)果排出學(xué)生主觀的能愿動(dòng)詞的難度順序,記為主觀難度順序③；用頻率計(jì)數(shù)法,統(tǒng)計(jì)出學(xué)生日常生活中能愿動(dòng)詞的使用頻率的高低,根據(jù)統(tǒng)計(jì)結(jié)果排出學(xué)生主觀能愿動(dòng)詞使用頻率的順序,記為主觀使用頻率順序④；通過(guò)spearman等級(jí)相關(guān)系數(shù)、肯德?tīng)朩系數(shù)分析習(xí)得順序①、習(xí)得順序②、主觀難度順序③、主觀使用頻率④四者之間的聯(lián)系及區(qū)別。 第四章闡述了本文的研究結(jié)果,分析了影響習(xí)得順序的因素,并對(duì)教材中能愿動(dòng)詞的編排提出了建議。本文根據(jù)所得數(shù)據(jù)進(jìn)行統(tǒng)計(jì)檢驗(yàn),綜合考慮習(xí)得順序①、習(xí)得順序②、主觀難度順序③、主觀使用頻率④,得出了相對(duì)客觀的美國(guó)留學(xué)生能愿動(dòng)詞的習(xí)得順序,并得出了某些能愿動(dòng)詞的具體義項(xiàng)的習(xí)得順序。此外,本文參照了施家煒的“自然習(xí)得順序變體假說(shuō)”,提出了能愿動(dòng)詞的習(xí)得等級(jí)順序：較易習(xí)得、一般習(xí)得、較難習(xí)得三個(gè)等級(jí)。在同一個(gè)習(xí)得等級(jí)中,能愿動(dòng)詞的習(xí)得順序有可能受外界因素的影響而變化,但等級(jí)之間的順序是嚴(yán)格的,在低等級(jí)出現(xiàn)的能愿動(dòng)詞必然比在高等級(jí)出現(xiàn)的能愿動(dòng)詞的習(xí)得早。在此基礎(chǔ)上,本文從母語(yǔ)背景、難易程度、語(yǔ)言的使用頻率、教學(xué)活動(dòng)等四個(gè)方面進(jìn)一步深入分析了影響習(xí)得順序的因素。本文認(rèn)為,能愿動(dòng)詞的難易程度是影響習(xí)得順序的顯性要素。 最后,本文選取了四套典型的對(duì)外漢語(yǔ)的相關(guān)教材,對(duì)其能愿動(dòng)詞的編排做了統(tǒng)計(jì)與分析。在此基礎(chǔ)上,結(jié)合本文所得到的能愿動(dòng)詞的習(xí)得順序,提出建議：能愿動(dòng)詞的難易度應(yīng)與學(xué)生的語(yǔ)言能力相匹配；能愿動(dòng)詞的編排要更全面、具體；能愿動(dòng)詞的英文翻譯要恰當(dāng)；教學(xué)順序應(yīng)當(dāng)參照能愿動(dòng)詞的習(xí)得順序,這樣才能促進(jìn)留學(xué)生更好更快地習(xí)得能愿動(dòng)詞。
[Abstract]:In the teaching of Chinese as a foreign language , it is one of the most common grammatical points that students must master and one of the difficulties in the teaching of Chinese as a foreign language . Based on the research of the former , this paper focuses on the study of the order in which American students are willing to learn Chinese .

The full text is divided into four chapters .

The first chapter introduces the origin and theoretical basis of choosing the subject , and introduces the related research results of the former in order to express the verb and acquisition order . At the same time , this chapter also describes the general research design of the thesis , including the scope and division basis of the potential verbs selected in this paper , the concrete meaning of the verb , the research method of this paper , the concrete research steps and the author ' s expected hypothesis .

In the second chapter , the order of acquisition order of the Chinese - Chinese - Chinese - Chinese - Chinese - Chinese - Chinese - Chinese - Chinese - Chinese - Chinese ( Chinese ) - based Chinese ( Chinese - Chinese ) verbs is introduced , and 607 valid corpus is extracted from the written language materials of the American students studying abroad .

In the third chapter , the author introduces the study of the order of the English verbs in Chinese students based on the test and questionnaire . In this paper , 128 American students are divided into three stages : primary , intermediate , and advanced , and the order of acquisition of the verbs in the three stages of American students is obtained by means of the method of test . Through the analysis of the Chi - square test and the correlation analysis , the order of the acquisition order of the three stages can be obtained . Finally , the order of acquisition of the three stages is obtained , and the order of acquisition of the test part is obtained .

This paper makes a survey on the difficulty and the frequency used in daily life of 128 American students by questionnaire . The subjective difficulty is evaluated by the " Digital difficulty assessment " , and the difficulty order of the students ' subjective desire verbs is discharged according to the statistical results , and the order of subjective difficulty is recorded .
The frequency counting method is used to calculate the frequency of the use frequency of the verbs in the daily life of the students , and the order of the frequency of the usage frequency of the verbs of the students can be discharged according to the statistical results , and the order of subjective use frequency is recorded ;
The correlation and difference between the order of acquisition ( 1 ) , the order of acquisition ( 2 ) , the order of subjective difficulty ( 3 ) and the subjective use frequency ( 4 ) were analyzed .

In the fourth chapter , the author analyzes the factors that influence the order of acquisition , and puts forward some suggestions on the arrangement of the potential verbs in the teaching materials . In the same acquisition level , the order of acquisition of the verbs can be changed . In addition , the order between the grades is strict . In the same acquisition level , it is necessary to learn the order of acquisition of verbs . In the same acquisition level , it is necessary to learn the order of acquisition of verbs .

Finally , four typical Chinese teaching materials are selected in this paper , and the arrangement of the verbs can be counted and analyzed . On the basis of this , it is suggested that the difficulty of the verb should be matched with the language ability of the students .
It is more comprehensive and specific to the arrangement of the verb .
May the English translation of the verb be appropriate ;
The order of teaching should refer to the order in which the verbs can be learned so that students can learn more quickly and quickly .
【學(xué)位授予單位】：南京大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類號(hào)】：H195

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