本文關鍵詞：基于動態(tài)系統(tǒng)理論的留學生漢語定語習得個案研究　出處：《南京大學》2015年碩士論文　論文類型：學位論文

  更多相關文章： 漢語定語 二語習得 動態(tài)系統(tǒng)理論 移動極值圖表 對比分析

【摘要】：定語是現代漢語重要語法現象之一,也是留學生學習漢語的重點。漢語定語的本體研究成果非常豐富,相比之下,漢語定語二語習得方面的研究略顯單薄。此外,有關漢語定語二語習得的研究大都停留在共時研究的層面,缺乏縱深式的歷時研究,研究技術也多采用準確率的均值分析方法,難以反映漢語定語習得過程的復雜性、非線性、動態(tài)性特征�；诖爽F狀,本文提出"基于動態(tài)系統(tǒng)理論的留學生漢語定語習得個案研究"這一課題,采集四名留學生各14次的縱向自然口語語料,通過橫向對比與縱向分析(運用動態(tài)系統(tǒng)理論視角下的"移動極值圖表法"),探究漢語各項定語以及單項定語各類型的分布特點與使用情況,展示留學生漢語定語的習得過程。在以漢語水平為劃分依據所進行的橫向對比中,通過計算初、中級漢語水平留學生漢語定語(包括漢語各項定語以及單項定語各類型、漢語定語中心語前"的"字的隱現情況)的使用頻率與正確率,發(fā)現隨著漢語水平的提高,漢語定語的使用量明顯增多。在單項定語各類型中,初級漢語水平被試主要集中使用X1、X2、X3、X5與X6五種類型;中級漢語水平被試主要集中使用X1、X2、X3、X5、X6、X9與X10七種類型。中級漢語水平的單項定語多樣性優(yōu)于初級漢語水平,然仍存在較大的上升空間。中級漢語水平的單項定語以及定語總體正確率高于初級漢語水平,但從數值上看,差異并不顯著,且在個別單項定語類型上(比如X1),中級漢語水平的正確率反而低于初級漢語水平。二項定語的正確率隨著漢語水平的提高出現了一定幅度的上升,然仍相對較低。此外,初級漢語水平定語中心語前不帶"的"字的比例明顯高于中級漢語水平。在針對各被試漢語定語習得過程的縱向分析中,主要采用動態(tài)系統(tǒng)理論視角下的"移動極值圖表法"對各被試的各項定語以及單項定語各類型的習得過程進行階段劃分。結果發(fā)現四名被試的定語習得均體現出向更高水平發(fā)展的總趨勢,而個體差異較為明顯。定語正確率水平并未隨著漢語水平的提高而穩(wěn)步上升,比如單項定語以及定語總體正確率均值最高的是初級漢語水平被試A。單項定語各類型發(fā)展不平衡�？傮w來看,中級漢語水平單項定語總體正確率均值優(yōu)于初級漢語水平,然在個別類型(比如X1與X5)上,中級漢語水平的正確率均值卻稍低于初級漢語水平。從習得難度上來看,X1與X3的習得難度相對較低,X5、X6、X9與X10的習得難度相對較高。X2在初級漢語水平中習得難度較高,而在中級漢語水平中習得難度降低。在習得過程中,出現了頑固性偏誤,尤其是量詞"個"與動詞"做"的過度泛化使用,以及副詞的誤用。名詞、動詞與形容詞詞匯量對單項定語的正確率影響較大。此外,定語中心語前"的"字的遺漏與誤加基本貫穿單項定語各類型的各階段�？傮w來看,被試漢語各項定語以及單項定語各類型的習得過程呈現出復雜性、非線性、動態(tài)性的特點。以上結論要求教師在教學過程中關注留學生個體差異,因材施教;注重漢語各項定語以及單項定語各類型的多樣性與平衡發(fā)展,二項定語的教學尤需加強;針對漢語定語習得過程中出現的停滯與后退現象,教師應找出頑固性偏誤,加強講解與鞏固力度,以幫助學習者克服漢語定語習得過程中出現的石化現象,使學習者更快、更順利地進入下一穩(wěn)定階段。
[Abstract]:Which is one of the important phenomenon in modern Chinese grammar, but also foreign students learning Chinese focus. Ontology research results of Chinese attributive is very rich, in contrast, Chinese attributive two language acquisition research is slightly thin. In addition, the research about Chinese attributive two language acquisition research mostly stays in the synchronic level, the lack of depth type diachronic study the research also use the mean accuracy analysis method, it is difficult to reflect the complexity of Chinese attributive acquisition process of the nonlinear dynamic characteristics. Based on this situation, this paper puts forward the topic of "research" Chinese attributive acquisition case based on the dynamic system theory, collected four students each 14 times the longitudinal nature spoken language, through horizontal comparison and longitudinal analysis (using the dynamic system theory from the perspective of "mobile extreme chart"), the Chinese attributive and explore individual attributive types The distribution characteristics of the type and usage, showing the process of students' Chinese attributive acquisition. In comparison of the classification according to the level of Chinese, through the calculation of early, intermediate level of Chinese students (including the Chinese attributive attributive and various types, individual attributive word Chinese attributive center language before the looming situation) use frequency and accuracy, with the higher level of Chinese, Chinese attribute usage increased significantly. In each individual attributive types, primary Chinese level subjects mainly use X1, X2, X3, X5 and X6 five types; intermediate Chinese level participants mainly focus on the use of X1, X2. X3, X5, X6, X9 and X10 seven types. The intermediate level of Chinese individual attributive diversity is better than the primary Chinese level, but there is still a large increase in space. The intermediate level of Chinese individual attributes and attribute the overall correct rate is higher than the primary Chinese Level, but from the point of view, the difference is not significant, and the individual single attribute types (such as X1), the correct rate of intermediate Chinese level is lower than that of primary Chinese level. The correct rate of two with the higher level of Chinese attributive appeared to rise to a certain extent, but is still relatively low. In addition, the primary the level of Chinese attributive center language before without the word "de" was significantly higher than the proportion of intermediate Chinese level. In all subjects for longitudinal analysis of Chinese attribute of the acquisition process, mainly adopts the dynamic system theory from the perspective of "mobile extreme chart" on various subjects of the attributive and individual attributive and various types of acquisition process stage division. The result showed that four subjects which are reflected in the general trend of the development of learning to a higher level, and the individual difference is more obvious. The correct rate of attribute levels did not with the higher level of Chinese and steadily rising ratio If the individual attributes and attribute the overall average accurate rate is the highest in primary Chinese level subjects A. individual attributive of various types of unbalanced development. Overall, the intermediate Chinese level individual attribute the overall accuracy rate of primary Chinese level is better than the average, but in individual types (such as X1 and X5), intermediate level of Chinese average accurate rate is slightly below the primary Chinese level. From the point of view of learning difficulty, X1 and X3 of the learning difficulty is relatively low, X5, X6, X9 and X10 acquisition difficulty relatively high.X2 in the primary Chinese level in higher learning difficulty, and reduce the difficulty in the acquisition of intermediate Chinese level. In the process of acquisition, the stubborn bias in particular, the Quantifier "one" and the generalization of the verb "do" the use and misuse of adverbs nouns, verbs and adjectives correctly word vocabulary on individual attributive effect. In addition, the word "the" attributive center language before omission With the addition of basic through all phases of each individual attributive types. Overall, the subjects of the Chinese attributive and the acquisition process of various types of individual attributive showing complexity, nonlinear, dynamic characteristics. The above conclusion requires teachers to focus on students' individual differences, in the process of teaching students in accordance with their aptitude; pay attention to the Chinese attributive and individual attributive the various types of diversity and balanced development of two attributes of teaching should be strengthened especially for Chinese attributive acquisition; appearing in the process of stagnation and backward phenomenon, teachers should find out stubborn errors, explanation and strengthen the force of Gong, to help learners overcome fossilization of Chinese attributive in the process of learning, the learners faster and more smoothly into a stable stage.

【學位授予單位】：南京大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：H195.3

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本文編號：1370380