【摘要】：近年來,隨著學(xué)習(xí)漢語人數(shù)的增多和對(duì)外漢語教學(xué)事業(yè)的蓬勃發(fā)展,對(duì)對(duì)漢語教學(xué)的理論要求也不斷提高。無標(biāo)記被動(dòng)句是漢語里的一種常用工具句式,作為漢語教學(xué)和二語習(xí)得中的難點(diǎn)和重點(diǎn)向來為專家和學(xué)者所重視,本體研究也取得了很多成果,不少的研究成果還被應(yīng)用到對(duì)外漢語教學(xué)和教材編寫中去。但是大部分學(xué)者都是從被動(dòng)句這個(gè)大的范圍內(nèi)對(duì)其進(jìn)行考察,沒有專門細(xì)化到無標(biāo)記被動(dòng)句的習(xí)得這個(gè)部分,專門針對(duì)留學(xué)生無標(biāo)記被動(dòng)句習(xí)得的研究也不多見 本文力圖通過對(duì)HSK動(dòng)態(tài)作文語料庫和調(diào)查問卷獲得的數(shù)據(jù)進(jìn)行統(tǒng)計(jì),對(duì)留學(xué)生的習(xí)作進(jìn)行分析,利用偏誤分析理論、對(duì)比分析理論,考察留學(xué)生習(xí)得無標(biāo)記被動(dòng)句的情況,對(duì)產(chǎn)生的偏誤進(jìn)行歸類,并力圖找出這些偏誤產(chǎn)生的原因,探索影響留學(xué)生習(xí)得這一句式的因素。在此基礎(chǔ)上,我們考察了《漢語水平等級(jí)標(biāo)準(zhǔn)與語法等級(jí)大綱》和《高等學(xué)校外國留學(xué)生漢語言專業(yè)教學(xué)大綱(附件二)》以及目前比較權(quán)威的兩本對(duì)外漢語教材《漢語教程》和《新實(shí)用漢語課本》對(duì)無標(biāo)記被動(dòng)句這一語法點(diǎn)的處理情況,并試圖根據(jù)我們調(diào)查得到的結(jié)果以及無標(biāo)記被動(dòng)句的教學(xué)現(xiàn)狀對(duì)無標(biāo)記被動(dòng)句的大綱、教材編寫以及教學(xué)提出了一些建議,以求能使學(xué)習(xí)漢語的留學(xué)生能更快更準(zhǔn)確地習(xí)得這一句式,進(jìn)而學(xué)好漢語。 本文共分四章。第一章作為緒論部分,介紹了本選題的緣起,從無標(biāo)記被動(dòng)句與被動(dòng)句的關(guān)系、針對(duì)這一句式的受事主語的研究、謂語動(dòng)詞的研究、習(xí)得難度和偏誤的研究和漢外語言對(duì)比研究等幾個(gè)方面對(duì)前人的研究成果進(jìn)行梳理,在此基礎(chǔ)上再說明本文的研究?jī)?nèi)容、研究方法以及語料來源,并對(duì)本文無標(biāo)記被動(dòng)句的研究范圍進(jìn)行界定；第二章我們從HSK動(dòng)態(tài)作文語料庫和調(diào)查問卷兩個(gè)方面,針對(duì)外國留學(xué)生使用無標(biāo)記被動(dòng)句的習(xí)得情況進(jìn)行了調(diào)查,對(duì)其習(xí)得順序進(jìn)行了推測(cè)。通過對(duì)調(diào)查數(shù)據(jù)進(jìn)行的分析,我們發(fā)現(xiàn)留學(xué)生習(xí)得無標(biāo)記被動(dòng)句的情況與其學(xué)習(xí)漢語的時(shí)間呈正相關(guān)關(guān)系,影響留學(xué)生習(xí)得這一句式的主要因素有兩個(gè)：漢語無標(biāo)記被動(dòng)句本身的難度以及母語負(fù)遷移的影響。第三章我們對(duì)從調(diào)查語料以及HSK動(dòng)態(tài)作文語料庫和學(xué)生習(xí)作中獲得的無標(biāo)記被動(dòng)句偏誤進(jìn)行了分類,發(fā)現(xiàn)留學(xué)生輸出無標(biāo)記被動(dòng)句的偏誤主要集中于主語使用的偏誤、謂語使用的偏誤、狀語使用的偏誤、補(bǔ)語使用的偏誤、被動(dòng)標(biāo)記的偏誤等方面,并對(duì)這些偏誤的來源進(jìn)行了探討；第四章我們從前文的調(diào)查實(shí)證出發(fā),對(duì)大綱以及兩本教材對(duì)無標(biāo)記被動(dòng)句的處理進(jìn)行考察,對(duì)無標(biāo)記被動(dòng)句的大綱處理、教材編寫和教學(xué)策略提出了一些建議；全文的結(jié)語部分,指出本文的研究結(jié)論,以及本文研究的不足。
[Abstract]:In recent years, with the increase of the number of people learning Chinese and the vigorous development of teaching Chinese as a foreign language, the theoretical requirements for Chinese teaching have been raised. Unmarked passive sentence is a common tool sentence in Chinese. As a difficult and important part in Chinese teaching and second language acquisition, unmarked passive sentence has always been paid attention to by experts and scholars, and many achievements have been made in ontology research. Many research results have also been applied to teaching Chinese as a foreign language and compiling textbooks. However, most scholars have studied passive sentences from a wide range, and have not specifically refined them to the acquisition of unmarked passive sentences. The research on the acquisition of unmarked passive sentences for foreign students is also rare. This paper tries to analyze the exercises of foreign students by analyzing the data obtained from the HSK dynamic composition corpus and the questionnaire. By using the theory of error analysis and comparative analysis, this paper investigates the situation of foreign students' acquisition of unmarked passive sentences, classifies the errors, and tries to find out the causes of these errors and to explore the factors that affect the students' acquisition of this sentence pattern. On this basis, We have examined the outline of Chinese proficiency and Grammar grades, the syllabus of Chinese language majors for Foreign students in Colleges and Universities (Annex 2), and the two most authoritative textbooks for Teaching Chinese as a Foreign language at present < Chinese tutorials]. And "New practical Chinese textbook" on the grammatical point of unmarked passive sentence, According to the results of our investigation and the present teaching situation of unmarked passive sentences, this paper tries to put forward some suggestions on the outline of unmarked passive sentences, the compilation of textbooks and the teaching of unmarked passive sentences. In order to enable foreign students to learn Chinese faster and more accurately to acquire this sentence pattern, and learn Chinese well. This paper is divided into four chapters. The first chapter, as the introduction, introduces the origin of this topic, the relationship between unmarked passive sentence and passive sentence, the study of the subject, the study of the predicate verb. The research on acquisition difficulty and error and the contrastive study of Chinese and foreign languages are made to sort out the previous research results. On this basis, the research contents, research methods and data sources of this thesis are explained again. In chapter two, we investigate the acquisition of unmarked passive sentences by using HSK dynamic composition corpus and questionnaire. The acquisition sequence is inferred. Through the analysis of the survey data, we find that there is a positive correlation between the acquisition of unmarked passive sentences and the time of learning Chinese. There are two main factors that influence the acquisition of this sentence pattern: the difficulty of Chinese unmarked passive sentence itself and the influence of negative transfer of mother tongue. In the third chapter, we classify the unmarked passive sentence errors obtained from the investigation corpus, the HSK dynamic composition corpus and the students' exercises, and find that the errors in the output of unmarked passive sentences are mainly focused on the errors in the use of subjects. The errors in predicate use, adverbial use, complement use, passive marker errors and so on, and the origin of these errors are discussed. This paper investigates the treatment of unmarked passive sentences in the outline and two textbooks, and puts forward some suggestions on the outline processing, textbook compilation and teaching strategies of the unmarked passive sentences. And the deficiency of this paper.
【學(xué)位授予單位】：湖南師范大學(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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本文編號(hào)：2160562