本文關(guān)鍵詞： 動(dòng)賓離合詞 阿拉伯語(yǔ) 對(duì)應(yīng)形式 二語(yǔ)習(xí)得　出處：《南京大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：離合詞是一種特殊的語(yǔ)言單位,是外國(guó)學(xué)生學(xué)習(xí)漢語(yǔ)語(yǔ)法結(jié)構(gòu)的難點(diǎn)之一。從現(xiàn)有文獻(xiàn)來(lái)看,關(guān)于阿拉伯學(xué)生習(xí)得漢語(yǔ)動(dòng)賓離合詞的實(shí)證研究很少。本文擬在漢阿對(duì)比分析的基礎(chǔ)上借鑒學(xué)界同類界究的研究方法設(shè)計(jì)調(diào)查問(wèn)卷對(duì)阿拉伯學(xué)生習(xí)得漢語(yǔ)動(dòng)賓離合詞8種常用結(jié)構(gòu)的具體情況進(jìn)行實(shí)證調(diào)查,以提高對(duì)阿拉伯學(xué)生漢語(yǔ)離合詞教學(xué)的針對(duì)性。論文一共分四章。第一章首先說(shuō)明了論文的研究緣起,然后介紹了離合詞的界定、分類、擴(kuò)展式,再次對(duì)已有相關(guān)研究成果進(jìn)行了綜述,最后介紹了論文的研究目標(biāo)與研究思路。第二章首先將漢語(yǔ)動(dòng)賓離合詞常見(jiàn)的擴(kuò)展結(jié)構(gòu)分為8類:動(dòng)+補(bǔ)語(yǔ)+賓、動(dòng)+定語(yǔ)+賓、動(dòng)+對(duì)象+賓、動(dòng)+助詞+賓、倒置式(賓+其他成分+動(dòng))、否定式(動(dòng)+否定詞+賓)、重疊式(動(dòng)+動(dòng)+賓)、重動(dòng)式(動(dòng)+賓+動(dòng)+補(bǔ)語(yǔ)),然后分別描寫了動(dòng)賓離合詞的這八類常用結(jié)構(gòu)在阿拉伯語(yǔ)中的對(duì)應(yīng)形式,本章最后還總結(jié)了這八小類擴(kuò)展結(jié)構(gòu)的復(fù)合表達(dá)式在阿拉伯語(yǔ)中的對(duì)應(yīng)形式。第三章首先根據(jù)對(duì)比分析的結(jié)果,設(shè)計(jì)了調(diào)查問(wèn)卷,對(duì)問(wèn)卷中的語(yǔ)言點(diǎn)和調(diào)查實(shí)施情況進(jìn)行了說(shuō)明;然后對(duì)調(diào)查結(jié)果進(jìn)行了數(shù)據(jù)分析。數(shù)據(jù)分析結(jié)果表明,HSK3級(jí)組的學(xué)生對(duì)漢語(yǔ)離合詞的掌握情況較差,HSK5級(jí)和6級(jí)組的學(xué)生答題正確率有了明顯的提高,根據(jù)單因素方差分析的結(jié)果,不同漢語(yǔ)水平的阿拉伯學(xué)生對(duì)離合詞各小類擴(kuò)展結(jié)構(gòu)的習(xí)得都存在顯著差異;根據(jù)總的答題正確率,本文所討論的動(dòng)賓離合詞8小類常見(jiàn)擴(kuò)展結(jié)構(gòu)的習(xí)得難度排序?yàn)?V+助詞+0否定式重疊式V+定語(yǔ)+0V+補(bǔ)語(yǔ)+0V+對(duì)象+0重動(dòng)式倒置式;根據(jù)各漢語(yǔ)水平組的答題情況來(lái)看,正確率提高最快的結(jié)構(gòu)小類是V+定語(yǔ)+O,高級(jí)正確率比初級(jí)提高了 0.446,正確率提高最快的結(jié)構(gòu)小類是否定式,初中高三個(gè)組的答題正確率分別為 0.173、0.184、0.203。第四章首先對(duì)本論文的調(diào)查研究的結(jié)論進(jìn)行了歸納總結(jié),然后對(duì)阿拉伯學(xué)生在學(xué)習(xí)使用離合詞過(guò)程中的問(wèn)題進(jìn)行了原因分析,最后提出了一些較為初步的改進(jìn)對(duì)策。本文指出,由于阿拉伯語(yǔ)和漢語(yǔ)屬于不同語(yǔ)言類型的語(yǔ)言,阿拉伯學(xué)生第一次接觸離合詞時(shí),教師要特別強(qiáng)調(diào)這個(gè)語(yǔ)言單位與一般我們知道的雙音節(jié)動(dòng)詞不同,因此使用時(shí)要特別注意,漢語(yǔ)有這樣一個(gè)與阿拉伯語(yǔ)不同的獨(dú)特語(yǔ)言單位,看來(lái)很像一個(gè)詞("合"的形式),但是也具有能"離"的特點(diǎn)(像短語(yǔ))。本文主張針對(duì)漢語(yǔ)和阿拉伯語(yǔ)的差別,考慮到離合詞分離擴(kuò)展的復(fù)雜性,根據(jù)阿拉伯學(xué)生學(xué)習(xí)漢語(yǔ)離合詞的分階段情況,將離合詞作為獨(dú)立的語(yǔ)法點(diǎn)納入面向阿拉伯學(xué)生的漢語(yǔ)語(yǔ)法教學(xué)體系。希望本文的研究能夠?qū)δ刚Z(yǔ)為阿拉伯語(yǔ)的學(xué)生學(xué)習(xí)漢語(yǔ)離合詞有所幫助。
[Abstract]:Clutch is a special language unit, which is one of the difficulties for foreign students to learn Chinese grammar structure. There are few empirical studies on Arab students' acquisition of Chinese verb-object disjunctive words. Based on the contrastive analysis between Chinese and Arab language, this paper intends to design a questionnaire for Arab students to study the acquisition of Chinese verb-object separation. The concrete situation of 8 kinds of common structures of synonyms is investigated empirically. In order to improve the pertinence of Arab students' teaching of Chinese words, the thesis is divided into four chapters. The first chapter explains the origin of the study, and then introduces the definition, classification and expansion of the words. In chapter two, the common extended structures of Chinese verb-object clutch words are divided into eight categories: verb-complement objects. Verb attributive object, object object, object object, object object, object object, object object, object object, object object, object object, object object, object object, object object, object object, object object and object object; This paper describes the corresponding forms of the eight kinds of common structures in Arabic. At the end of this chapter, we summarize the corresponding forms of the compound expressions of the eight kinds of extended structures in Arabic. Chapter three first designs the questionnaire according to the results of comparative analysis. The language points in the questionnaire and the implementation of the survey are explained. Then the data analysis shows that the students in HSK3 group have a poor grasp of Chinese words. The correct rate of the students in the HSK5 level and the sixth grade group was improved obviously, according to the results of univariate analysis of variance (ANOVA). Arab students with different levels of Chinese have significant differences in the acquisition of extended structures of each subcategory of clutch words; Correct rate according to the total answer. In this paper, the difficulty of acquisition of the common extended structures of 8 subcategories of verb-object clutch words discussed in this paper is in the order of O: v auxiliary word 0 negative reduplicated V attribute 0V complement 0V object 0 reduplication; According to the results of each Chinese level group, the structure subcategory with the fastest improvement is V attributive O.The advanced accuracy rate is 0.446 higher than that of the primary level. The structure subcategory with the fastest improvement of the correct rate was the negative formula. The correct rate of the three groups in junior high school was 0.173 鹵0.184 respectively. Chapter 0.203.#number0# first summarizes the conclusions of the investigation and research in this thesis, and then analyzes the causes of the problems in the process of Arab students' learning to use clutch words. Finally, some preliminary improvement measures are put forward. This paper points out that Arabic and Chinese belong to different language types, when Arab students first come into contact with clutch words. Teachers should stress that this language unit is different from the dicyllabic verbs we know in general, so we should pay special attention to the use of Chinese, which has a unique language unit different from Arabic. It looks like a word (the form of "fit"), but also has the characteristic of being able to "separate" (such as phrase). This paper argues that considering the complexity of the expansion of the separation of the words in view of the differences between Chinese and Arabic. According to the Arab students' learning Chinese words in different stages. It is hoped that the study in this paper will be helpful to the students whose mother tongue is Arabic in learning Chinese collaterals as an independent grammatical point in the teaching system of Chinese grammar for Arab students.
【學(xué)位授予單位】：南京大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：H195.3

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