【摘要】：現(xiàn)代漢語中的反身代詞包括簡單反身代詞“自己”和復(fù)合反身代詞兩類。作為照應(yīng)語,按照其所處的具體位置有賓位、主位、領(lǐng)位照應(yīng)三種情況。另外,根據(jù)反身代詞與其先行語之間照應(yīng)距離的長短,賓位照應(yīng)涉及約束語域、句子及超句三個語言層面;主位、領(lǐng)位照應(yīng)則都只涉及句子及超句兩個語言層面。根據(jù)我們梳理的本體規(guī)則,本文第二章對韓國留學(xué)生漢語反身代詞賓位照應(yīng)用法的習(xí)得情況進行了考察,發(fā)現(xiàn)其習(xí)得特點如下:用例數(shù)量由高到低的排序是:句子照應(yīng) 約束照應(yīng)超句照應(yīng)。而且,照應(yīng)距離的長短以及習(xí)得的正確率都與學(xué)習(xí)水平之間呈正相關(guān)關(guān)系。就偏誤用例而言,最多的偏誤類型是誤代,錯序次之。誤代和錯序都包括反身代詞本身的偏誤以及其他成分的偏誤兩類。其中,前者屬于語際偏誤;后者主要是語內(nèi)偏誤。本文第三章對韓國留學(xué)生漢語反身代詞主位照應(yīng)用法的習(xí)得情況進行了考察,發(fā)現(xiàn)其習(xí)得特點如下:用例數(shù)量由高到低的排序是:句子照應(yīng)Ⅲ句子照應(yīng)Ⅱ句子照應(yīng)Ⅰ超句照應(yīng)。而且,反身代詞與先行語之間的照應(yīng)距離與韓國留學(xué)生的學(xué)習(xí)水平之間呈正相關(guān)關(guān)系。但是,習(xí)得的正確率與學(xué)習(xí)水平之間卻是負相關(guān)關(guān)系。就偏誤用例而言,最多的偏誤類型是誤代,錯序次之。本文第四章對韓國留學(xué)生漢語反身代詞領(lǐng)位照應(yīng)用法的習(xí)得情況進行了考察,發(fā)現(xiàn)其習(xí)得特點如下:用例數(shù)量由高到低的排序是:句子照應(yīng)用法Ⅱ句子照應(yīng)用法Ⅰ超句照應(yīng)。而且,照應(yīng)距離的長短以及習(xí)得的正確率都與學(xué)習(xí)水平之間呈正相關(guān)關(guān)系。就偏誤用例而言,最多的偏誤類型是誤代,遺漏次之。本文第五章綜合前文的考察結(jié)果,得出韓國留學(xué)生漢語反身代詞照應(yīng)用法的習(xí)得難度排序(由易到難):領(lǐng)位照應(yīng)主位照應(yīng)賓位照應(yīng)。并且,對教學(xué)大綱以及教材中反身代詞的設(shè)置情況進行了考察。在此基礎(chǔ)上,分別對教學(xué)大綱、教材的編排以及對外漢語課堂教學(xué)提出了幾點具體建議。
[Abstract]:Reflexive pronouns in modern Chinese include simple reflexive pronouns "self" and compound reflexive pronouns. As anaphora, according to its specific position there are three kinds of cases: object, theme and lead anaphora. In addition, according to the length of anaphora distance between the reflexive pronoun and its antecedents, the object anaphora refers to three linguistic levels: the constraint register, the sentence and the supersentence, while the theme and the leading anaphora relate only to the sentence and the supersentence. According to the Noumenon rules, the second chapter investigates the acquisition of the anaphora of reflexive pronouns in Korean students. The acquisition characteristics are as follows: the order of the number of use cases from high to low is: sentence anaphora constraint anaphora supersentence anaphora. Moreover, the length of reference distance and the correct rate of acquisition are positively correlated with learning level. In the case of error use, the most common type of error is the wrong generation, followed by the wrong order. Both mispronoun and misorder include the errors of reflexive pronouns and the errors of other components. Among them, the former belongs to interlingual bias, while the latter is mainly intra-lingual error. In the third chapter, the author investigates the acquisition of Chinese reflexive pronoun thematic anaphora by Korean students, and finds that the acquisition characteristics are as follows: the order of the number of use cases from high to low is: sentence anaphora 鈪，

本文編號：2303116