【摘要】：本文主要針對(duì)中介語(yǔ)動(dòng)詞重疊帶賓語(yǔ)輸出情況進(jìn)行考察,與本族語(yǔ)的相應(yīng)輸出情況作比較,兼顧對(duì)于中介語(yǔ)偏誤情況的討論和分析。 本文選取單音動(dòng)詞20個(gè)作為考察對(duì)象,對(duì)它們分別在中介語(yǔ)和本族語(yǔ)上的各種類(lèi)型動(dòng)詞重疊式上帶賓語(yǔ)情況做了考察及比較分析,發(fā)現(xiàn)中介語(yǔ)輸出與本族語(yǔ)輸出情況一致與不一致之處。 本文發(fā)現(xiàn)本族語(yǔ)對(duì)于V—V格式不太常用,但中介語(yǔ)卻有非常大的輸出,而對(duì)于在本族語(yǔ)中占重要地位的V了V格式,則幾乎沒(méi)有輸出。 但是從帶賓數(shù)量來(lái)看,在V—V上,中介語(yǔ)與本族語(yǔ)帶賓接近的動(dòng)詞較多。動(dòng)詞“試”、“說(shuō)”、“想”中介語(yǔ)明顯偏向于帶賓語(yǔ)。 從帶賓情況來(lái)看,本族語(yǔ)帶的最多的還是傳統(tǒng)名詞性賓語(yǔ),但中介語(yǔ)有較多非名詞性賓語(yǔ)輸出。從帶賓比例來(lái)看,中介語(yǔ)非名詞性賓語(yǔ)所占整體賓語(yǔ)的比例也大大高于本族語(yǔ)。 接著,本文對(duì)所有中介語(yǔ)偏誤語(yǔ)料進(jìn)行偏誤分析。從總體情況,偏誤類(lèi)型,具體動(dòng)詞情況三個(gè)角度進(jìn)行考察。在偏誤類(lèi)型上,本文將所有被考察的中介語(yǔ)偏誤語(yǔ)料做了歸類(lèi),分為動(dòng)詞重疊類(lèi)和賓語(yǔ)類(lèi)兩大類(lèi)七小類(lèi),對(duì)每一小類(lèi)偏誤做了詳細(xì)的分析及討論,并結(jié)合每一種重疊格式做細(xì)致分析。最后,本文就前文所作的一般考察和偏誤分析對(duì)對(duì)外漢語(yǔ)教學(xué)提出相關(guān)建議。 全文分為六章： 第一章,引言。講述本文選題價(jià)值、意義以及研究的思路和方法,并交代了中介語(yǔ)及本族語(yǔ)的語(yǔ)料來(lái)源。 第二章,相關(guān)研究綜述。引用了學(xué)術(shù)界對(duì)于現(xiàn)代漢語(yǔ)動(dòng)詞重疊式的分類(lèi)情況及賓語(yǔ)的分類(lèi)各家觀點(diǎn)。概括了學(xué)術(shù)界對(duì)于不同類(lèi)型動(dòng)詞重疊式比較的情況�；仡櫫藢W(xué)術(shù)界對(duì)于動(dòng)詞重疊及動(dòng)詞重疊帶賓語(yǔ)的本體研究及習(xí)得研究情況。 第三章,考察了中介語(yǔ)三種類(lèi)型動(dòng)詞重疊式帶賓語(yǔ)的情況并將其與本族語(yǔ)進(jìn)行對(duì)比討論。細(xì)化到具體的動(dòng)詞和本文所采用的賓語(yǔ)次類(lèi)的比較討論。 第四章,對(duì)本文所考察的中介語(yǔ)的偏誤情況進(jìn)行總體考察及分類(lèi)。分為兩大類(lèi)八小類(lèi),并詳細(xì)分析討論了每一小類(lèi)的偏誤情況。 第五章,以前文所作的一般考察及偏誤分析為基礎(chǔ)對(duì)漢語(yǔ)教學(xué)提出若干建議。 第六章,結(jié)語(yǔ)�？偨Y(jié)了本文的研究?jī)?nèi)容與結(jié)論,也指出了本文研究中的不足情況。
[Abstract]:This paper mainly investigates the output of interlanguage verb reduplication with object, compares it with the corresponding output of native language, and discusses and analyzes the interlanguage bias. In this paper, 20 monosyllabic verbs are chosen as the object of investigation and a comparative analysis is made on the situation that they have objects on different types of verb reduplication in interlanguage and native language, respectively. The consistency and inconsistency between interlanguage output and native language output are found. This paper finds that the native language is not commonly used for V-V format, but the interlanguage has a very large output, but for V format, which plays an important role in the native language, there is almost no output. But in V-V, there are more verbs in V-V where the interlanguage is close to the native language. The verbs "try", "say" and "think" tend to lead to object. From the point of view of taking object, the native language has the most traditional noun object, but the interlanguage has more output of non-noun object. In terms of the proportion of objects with objects, the proportion of non-noun objects in interlanguage is much higher than that in native language. Then, this paper analyzes the errors of all interlanguage errors. From the general situation, error type, specific verb case three angles to investigate. In terms of the types of errors, this paper classifies all the interlanguage errors into seven categories, verb reduplication and object, and makes a detailed analysis and discussion on each of them. And combined with each overlapping format to do a detailed analysis. Finally, this paper makes some suggestions on the teaching of Chinese as a foreign language. The full text is divided into six chapters: chapter one, introduction. This paper describes the value, significance, research ideas and methods of this topic, and explains the source of interlanguage and native language data. The second chapter, the related research summary. This paper introduces the academic views on the classification of verb reduplication in modern Chinese and the classification of object. This paper summarizes the comparison of different types of verbs in academic circles. This paper reviews the ontological research and acquisition of verb reduplication and verb reduplication with object in academic circles. In the third chapter, we investigate the three types of interlanguage verb reduplication with object and compare them with native language. The comparison between the specific verbs and the object subclasses used in this paper. In the fourth chapter, the author makes a general survey and classification of the errors of interlanguage. It is divided into two categories and eight subclasses, and the errors of each subclass are analyzed and discussed in detail. Chapter five puts forward some suggestions on Chinese teaching based on the general investigation and error analysis. Chapter six, conclusion. This paper summarizes the contents and conclusions of this study, and points out the deficiencies of this study.
【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(lèi)號(hào)】：H195

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