【摘要】：“零形指稱(chēng)”(Zero Reference)是指語(yǔ)篇中在應(yīng)該出現(xiàn)指稱(chēng)的位置上出現(xiàn)了空位,即不使用有形指稱(chēng)形式的語(yǔ)篇無(wú)形指稱(chēng)銜接現(xiàn)象。漢語(yǔ)指稱(chēng)包括:名詞指稱(chēng)(NP)、代詞指稱(chēng)(P)和零形指稱(chēng)(0),其中零形指稱(chēng)出現(xiàn)頻率最高。韓語(yǔ)和漢語(yǔ)都是主題突出的語(yǔ)言,韓國(guó)學(xué)生漢語(yǔ)語(yǔ)篇中“零形指稱(chēng)”使用頻率較高。本文基于所搜集的不同階段韓國(guó)學(xué)生的真實(shí)作文語(yǔ)料,探究韓國(guó)學(xué)生漢語(yǔ)語(yǔ)篇“零形指稱(chēng)”習(xí)得偏誤及其產(chǎn)生原因,并提出針對(duì)性的“零形指稱(chēng)”教學(xué)策略。論文設(shè)計(jì)了格式塔完型問(wèn)卷、語(yǔ)料分級(jí)檢索以及Givón“回?cái)?shù)法”三種考察形式,旨在以數(shù)據(jù)的形式考察韓國(guó)學(xué)生“零形指稱(chēng)”運(yùn)用的傾向性,分析韓國(guó)各階段學(xué)生漢語(yǔ)語(yǔ)篇與漢語(yǔ)本族人漢語(yǔ)語(yǔ)篇“零形指稱(chēng)”在使用上的差別,調(diào)查韓國(guó)各階段學(xué)生作文語(yǔ)篇“零形指稱(chēng)”的延續(xù)值,概括韓國(guó)學(xué)生漢語(yǔ)敘述體語(yǔ)篇“零形指稱(chēng)”的習(xí)得偏誤類(lèi)型,發(fā)現(xiàn)其使用的特殊現(xiàn)象。論文概括出韓國(guó)學(xué)生運(yùn)用“零形指稱(chēng)”的四種偏誤類(lèi)型,對(duì)比了四種偏誤在韓國(guó)初、中、高級(jí)三個(gè)階段韓國(guó)學(xué)生的漢語(yǔ)語(yǔ)篇中的分布比重,旨在明確韓國(guó)學(xué)生偏誤類(lèi)型的分布特點(diǎn)和研究重點(diǎn)。論文指出,“代詞指稱(chēng)泛用,零形指稱(chēng)缺省”是韓國(guó)初中級(jí)階段學(xué)生主要的偏誤類(lèi)型;“零形指稱(chēng)泛用,名代指稱(chēng)缺省”是韓國(guó)中高階段學(xué)生的主要偏誤類(lèi)型。韓國(guó)學(xué)生“零形指稱(chēng)”偏誤產(chǎn)生的原因主要有三個(gè):“零形指稱(chēng)”語(yǔ)篇分布復(fù)雜性制約、韓語(yǔ)語(yǔ)篇語(yǔ)法的“母語(yǔ)負(fù)遷移”影響,以及漢語(yǔ)教材編寫(xiě)與教學(xué)中對(duì)語(yǔ)篇教學(xué)重視度不足等�；诖�,論文提出從“零形指稱(chēng)”的語(yǔ)篇分布基本規(guī)律宏觀判斷、“話題鏈”延續(xù)性和謂語(yǔ)動(dòng)詞支配性等角度進(jìn)行“零形指稱(chēng)”教學(xué)。另外,在分析漢語(yǔ)教材中的語(yǔ)篇銜接練習(xí)實(shí)例的基礎(chǔ)上,論文提出了模仿和改編教材語(yǔ)篇以拓展和創(chuàng)新“零形指稱(chēng)”練習(xí)設(shè)計(jì)的策略。
[Abstract]:"Zero reference" (Zero Reference) refers to the phenomenon that there is an empty space in the position where the reference should appear in the text, that is, the cohesive phenomenon of intangible reference does not use the form of tangible reference. Chinese references include the noun reference (NP), pronoun reference (P) and zero-shape reference (0), in which the occurrence frequency of null reference is the highest. Korean and Chinese are the language with prominent themes, and the use of zero reference in Korean students' Chinese discourse is higher than that of Korean students. Based on the actual composition data collected from Korean students at different stages, this paper explores the errors in the acquisition of "zero reference" and its causes in Korean students' Chinese discourse, and puts forward the teaching strategies of "zero-figurative reference". This paper designs Gestalt perfect questionnaire, corpus hierarchical retrieval and Giv 貿(mào) n regression method. The purpose of this paper is to examine the tendency of the use of "zero reference" in Korean students in the form of data. This paper analyzes the differences in the use of "zero-shaped reference" between Korean students' Chinese discourse and native Chinese discourse, and investigates the continuing value of "zero-shaped reference" in Korean students' writings at various stages. This paper summarizes the acquisition errors of the Chinese narrative corpus "zero reference" of Korean students, and finds out the special phenomenon of its use. This paper summarizes the four types of errors in Korean students' use of "zero reference", and compares the distribution of the four errors in the Chinese discourse of Korean students at the beginning, middle and advanced stages of Korea. The purpose of this paper is to clarify the distribution characteristics and research focus of Korean students' error types. The paper points out that "pronoun reference is universal, zero-shape reference is default" is the main error type of Korean students in the primary and middle stages, and "zero-shape reference is universal, nominal reference is default" is the main bias type of Korean middle and high-level students. There are three main reasons for the deviation of "zero reference" in Korean students: the complexity of the distribution of zero reference text, the negative transfer of native language in Korean discourse grammar, and the negative transfer of native language in Korean discourse grammar. As well as the lack of emphasis on text teaching in the compilation and teaching of Chinese textbooks. Based on this, this paper puts forward the teaching of "zero-figurative reference" from the perspectives of macro-judgment, continuity of "topic chain" and dominance of predicate verbs in the basic law of text distribution of "zero-figurative reference". In addition, on the basis of analyzing the examples of textual cohesion exercises in Chinese textbooks, this paper puts forward the strategies of imitating and adapting the texts of textbooks in order to expand and innovate the practice design of "zero reference".
【學(xué)位授予單位】：華僑大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類(lèi)號(hào)】：H195
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本文編號(hào)：2430448