本文選題：起來 + 習(xí)得�。� 參考：《復(fù)旦大學(xué)》2013年碩士論文

【摘要】：“起來”是趨向補(bǔ)語中比較有代表性的一個(gè)詞,使用頻率也非常高。以往對“起來”的研究多集中在本體上,對學(xué)生對“起來”的習(xí)得情況的研究則比較少。本文首先從對外漢語教學(xué)的角度,對“起來”的句法語義做一梳理,選擇了12種常用的類型作為考察的對象。我們運(yùn)用多元發(fā)展模式的理論,采用問卷調(diào)查的方式,以SPSS中的蘊(yùn)含量表、聚類分析為主要研究工具,對60位各個(gè)國籍的留學(xué)生進(jìn)行了調(diào)查。我們發(fā)現(xiàn),留學(xué)生在不同的漢語學(xué)習(xí)階段對“起來”的習(xí)得是存在蘊(yùn)含關(guān)系的,于是我們對不同水平的留學(xué)生的“起來”習(xí)得階段做出了比較詳細(xì)的劃分,并且仔細(xì)分析了在每一個(gè)階段,學(xué)生在進(jìn)行語義加工的同時(shí),也會受到目的語典型順序策略、位移策略、分用策略等的限制同時(shí),我們還發(fā)現(xiàn),相比較而言,留學(xué)生對不帶賓語格式的各類“起來”習(xí)得更容易,而基本義的“起來”各類格式的習(xí)得情況也比較好。 然后我們又用詞匯知識量表,對學(xué)生對“起來”習(xí)得難易度的主觀評價(jià)進(jìn)行了調(diào)查,同樣使用SPSS軟件對結(jié)果進(jìn)行了匯總。發(fā)現(xiàn)留學(xué)生的主觀認(rèn)知要比實(shí)際的習(xí)得情況更樂觀,并不能客觀地評價(jià)“起來”的習(xí)得難易度,中級水平的留學(xué)生評價(jià)情況更符合實(shí)際,而一些個(gè)別的類型也有比較好的評價(jià)情況。 本文的創(chuàng)新之處在于以多元發(fā)展模式為研究理論來研究單個(gè)詞匯“起來”的習(xí)得情況,并且劃分出了不同水平下的各個(gè)習(xí)得階段,研究了留學(xué)生采用的言語加工策略。又將主觀的認(rèn)知調(diào)查結(jié)果與客觀習(xí)得情況結(jié)合起來,對“起來”一詞的習(xí)得特點(diǎn)進(jìn)行了比較全面的分析。
[Abstract]:"up" is a representative word in directional complement and is used very frequently. In the past, the study of "up" focused on the ontology, and the students' acquisition of "up" was less. From the perspective of teaching Chinese as a foreign language, this paper first combs the syntactic semantics of "Qi", and selects 12 common types as the object of investigation. Based on the theory of multiple development model and questionnaire survey, we investigated 60 foreign students of different nationalities by using the implication scale in SPSS and cluster analysis as the main research tool. We find that there is a relationship between the acquisition of "get up" and "get up" by foreign students at different stages of Chinese learning, so we have made a more detailed division of the acquisition stage of "up" for different levels of foreign students. At each stage, the students are also restricted by the typical sequence strategy, the displacement strategy, the split strategy and so on. At the same time, we also find that, by comparison, we find that, It is easier for foreign students to acquire all kinds of "up" without object format, and the acquisition of basic meaning "get up" is better. Then we use the vocabulary knowledge scale to investigate the students' subjective evaluation of "get up" acquisition difficulty, and also use SPSS software to summarize the results. It is found that the subjective cognition of foreign students is more optimistic than that of actual acquisition, and that they can not objectively evaluate the difficulty of "getting up", and that the evaluation of international students at the intermediate level is more realistic. And some individual types also have relatively good appraisal situation. The innovation of this thesis lies in the study of the acquisition of a single word "up" based on the theory of multiple development models, and the study of the speech processing strategies adopted by foreign students. Combining the subjective cognitive investigation with the objective acquisition, this paper makes a comprehensive analysis of the acquisition characteristics of the word "up".
【學(xué)位授予單位】：復(fù)旦大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2013
【分類號】：H195

【參考文獻(xiàn)】

相關(guān)期刊論文 前3條

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2 陸儉明;;動詞后趨向補(bǔ)語和賓語的位置問題[J];世界漢語教學(xué);2002年01期

3 楊德峰;;英語母語學(xué)習(xí)者趨向補(bǔ)語的習(xí)得順序——基于漢語中介語語料庫的研究[J];世界漢語教學(xué);2003年02期

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本文編號：1776795