發(fā)布時(shí)間：2018-05-06 10:20

  本文選題：“是”字句 + 語(yǔ)法功能��； 參考：《北京語(yǔ)言大學(xué)》2013年碩士論文

【摘要】：“是”字句不僅是現(xiàn)代漢語(yǔ)中的常用句式,對(duì)外漢語(yǔ)教學(xué)中的重點(diǎn)句式,同時(shí)也是第二語(yǔ)言語(yǔ)法習(xí)得研究中的重要對(duì)象。在綜合考察以往學(xué)者研究的基礎(chǔ)上,我們可以發(fā)現(xiàn)目前對(duì)“是”字句的習(xí)得研究集中在不同母語(yǔ)背景的留學(xué)生的習(xí)得偏誤分析上和不同類型的“是”字句的習(xí)得順序上,較少有研究涉及“是”字句內(nèi)部語(yǔ)義類型的差異是否會(huì)影響留學(xué)生的習(xí)得。本文在前人研究的基礎(chǔ)上,將“是”字句按照語(yǔ)法功能分為表判斷和表強(qiáng)調(diào)兩大類型,并進(jìn)一步根據(jù)語(yǔ)義類型的差異,將表判斷的“是”字句分為表示合適關(guān)系、等同關(guān)系、描寫關(guān)系、歸類關(guān)系、存在關(guān)系、詮釋關(guān)系等六種不同的語(yǔ)義類型,將表強(qiáng)調(diào)的“是”字句按照其所強(qiáng)調(diào)的語(yǔ)義成分的差異,分為強(qiáng)調(diào)施事、受事、工具、時(shí)間、地點(diǎn)、原因、對(duì)象、方式等八種不同的類型。在分類選取的基礎(chǔ)上,以判斷正誤的形式對(duì)132道題進(jìn)行實(shí)驗(yàn)研究。其中,實(shí)驗(yàn)一是對(duì)“是”字句兩類語(yǔ)法功能的考察,實(shí)驗(yàn)二是對(duì)表判斷的“是”字句的語(yǔ)義類型的考察,實(shí)驗(yàn)三是對(duì)表強(qiáng)調(diào)的“是”字句的語(yǔ)義類型的考察。本文實(shí)驗(yàn)研究得出以下結(jié)論:(1)留學(xué)生對(duì)表判斷和表強(qiáng)調(diào)兩類語(yǔ)法功能的“是”字句的習(xí)得效果沒有差異。(2)留學(xué)生對(duì)表示合適關(guān)系、等同關(guān)系、存在關(guān)系、描寫關(guān)系、歸類關(guān)系、詮釋關(guān)系等六種語(yǔ)義類型的“是”字句的習(xí)得效果存在差異,其中,表等同關(guān)系的“是”字句習(xí)得效果較好,在各個(gè)水平上的正確率較高,表合適關(guān)系的“是”字句習(xí)得效果較差,從初級(jí)到高級(jí)水平的習(xí)得時(shí)間漫長(zhǎng)。(3)留學(xué)生對(duì)表示強(qiáng)調(diào)的八種不同的語(yǔ)義類型的“是”字句的習(xí)得效果存在差異,其中,對(duì)于所強(qiáng)調(diào)的焦點(diǎn)的語(yǔ)義成分為對(duì)象和工具的“是”字句,留學(xué)生的正確率較高,習(xí)得效果較好,而語(yǔ)義類型為受事的“是”字句的正確率在三個(gè)水平上都較低,習(xí)得效果差,習(xí)得過(guò)程也較漫長(zhǎng)。(4)漢語(yǔ)水平對(duì)學(xué)習(xí)者的習(xí)得情況產(chǎn)生影響,隨著漢語(yǔ)水平的提升,留學(xué)生對(duì)兩類語(yǔ)法功能的“是”字句的習(xí)得越來(lái)越好。(5)隨著漢語(yǔ)水平的提升,留學(xué)生對(duì)不同語(yǔ)義類型的“是”字句的習(xí)得也越來(lái)越好,逐漸趨于完備。根據(jù)以上研究成果,我們認(rèn)為“是”字句的研究為第二語(yǔ)言語(yǔ)法習(xí)得的研究提供了新的視角,并對(duì)對(duì)外漢語(yǔ)教學(xué)有重要的指導(dǎo)意義。研究指出了分類教學(xué)的可行性,但我們同時(shí)也要注意重點(diǎn)句式的針對(duì)性教學(xué),以有效提高留學(xué)生習(xí)得的效率。
[Abstract]:"Shi" sentence is not only a common sentence pattern in modern Chinese, but also a key sentence pattern in teaching Chinese as a foreign language, as well as an important object in the study of second language grammar acquisition. On the basis of a comprehensive review of previous studies, we can find that the current research on the acquisition of "is" sentences focuses on the analysis of errors in the acquisition of students from different native language backgrounds and on the acquisition order of different types of "is" sentences. There are few studies on whether the differences in semantic types of the word "is" will affect the acquisition of foreign students. On the basis of previous studies, this paper divides the "is" sentence into two types according to its grammatical function: table judgment and table emphasis. Furthermore, according to the differences of semantic types, the "is" sentence of table judgment is divided into appropriate relations and equivalent relations. There are six different semantic types, such as description, classification, existence, interpretation, etc. According to the differences of semantic components, the "is" sentence is divided into three categories: agent, transgression, tool, time, place, reason, etc. There are eight different types of objects, methods, etc. On the basis of classification selection, 132 questions are studied experimentally in the form of judging right and wrong. Among them, experiment one is to examine the grammatical functions of "is" sentence, experiment two is to examine the semantic type of "is" sentence, and experiment three is to examine the semantic type of "is" sentence. In this paper, we draw the following conclusion: (1) there is no difference in the acquisition effect of the "is" sentence between the table judgment and the table emphasizing the two grammatical functions. (2) the foreign students express the appropriate relation, the equivalent relation, the existing relation, the descriptive relation and the classification relationship. There are differences in the acquisition effect of the six semantic types of "is" sentence, such as interpretation relation. Among them, the "is" sentence with the equivalent relation has a better acquisition effect, and the correct rate is higher at each level. The acquisition effect of the "is" sentence is poor, the acquisition time from the primary level to the advanced level is long. (3) there are differences in the acquisition effects of the eight different semantic types of the "you" sentence, which are emphasized by the foreign students. For the "is" sentence of object and tool, the correct rate of the foreign students is higher and the effect of acquisition is better, while the correct rate of the "is" sentence with the semantic type of "is" is low at three levels, and the acquisition effect is poor. The acquisition process is also relatively long. 4) the level of Chinese has an impact on the acquisition of learners. With the improvement of Chinese proficiency, the acquisition of "yes" sentences of two grammatical functions by foreign students is getting better and better with the improvement of Chinese proficiency. Foreign students' acquisition of different semantic types of "is" sentences is becoming more and more perfect. Based on the above research results, we believe that the study of "is" sentence provides a new perspective for the study of second language grammar acquisition, and has an important guiding significance for teaching Chinese as a foreign language. The study points out the feasibility of classified teaching, but at the same time, we should also pay attention to the targeted teaching of key sentence patterns in order to effectively improve the efficiency of foreign students' acquisition.
【學(xué)位授予單位】：北京語(yǔ)言大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類號(hào)】：H195.3

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