成年韓國學(xué)生漢語比較句習(xí)得考察

1、成年韓國學(xué)生漢語比較句習(xí)得考察專 業(yè):語言學(xué)及應(yīng)用語言學(xué)博士生:陳珺指導(dǎo)教師:周小兵教授摘 要“比較”是人類各種語言中所必需的基本表達(dá)功能之一?！氨容^句”是漢語中涉及句式多、包含語義豐富、語用功能多樣的一個(gè)語法項(xiàng)目。本文在語料較充足的情況下，選取了這樣一個(gè)語法包蘊(yùn)量較大的語法項(xiàng)目來做在華學(xué)習(xí)的韓國成年人的相關(guān)習(xí)得研究。緒論簡要介紹了選題價(jià)值、研究范圍、研究對象和研究方法。第一章從漢語本體、韓漢對比、習(xí)得研究和對外漢語體系研究四個(gè)方面作了相關(guān)方面的文獻(xiàn)綜述。第二章從學(xué)習(xí)者的角度，采取“由內(nèi)而外”（從語義到語形）的方式對韓語和漢語中主要的比較句句式作了較細(xì)致的對比，并且發(fā)現(xiàn)了一些系統(tǒng)的語義范疇上的

2、差別，如韓語中“數(shù)量與程度、絕對程度和相對程度的模糊性”、“”比較句的泛比性等。第三章在定量統(tǒng)計(jì)分類的基礎(chǔ)上對偏誤作定性診斷。為保證結(jié)果的科學(xué)性和客觀性，筆者采取了口語橫向調(diào)查、跟蹤調(diào)查以及書面語收集等多種科學(xué)的統(tǒng)計(jì)方式，在大量的中介語語料的基礎(chǔ)上統(tǒng)計(jì)出了比較句中常見的偏誤類型，并結(jié)合母語對比、致命相似度、學(xué)習(xí)階段、語體變異、語言形式環(huán)境變異、學(xué)習(xí)者策略、普遍語法等考察了各種偏誤的消長變化，深入細(xì)致的探討了這些偏誤原因。在具體語法點(diǎn)對比分析和偏誤分析之后進(jìn)一步上升到理論思考：偏誤是多種原因造成的，以本次考察的數(shù)據(jù)來看，母語依然是二語學(xué)習(xí)中最重要的影響因素。中介語是一個(gè)體系，母語遷移不是個(gè)別的、

3、局部的，而應(yīng)是成體系的。偏誤的產(chǎn)生可能不是某個(gè)規(guī)則導(dǎo)致的，而是多個(gè)規(guī)則結(jié)合起來導(dǎo)致的結(jié)果。語言在學(xué)習(xí)者的頭腦不是分裂的一條條規(guī)則，而是相互結(jié)合的句型、句式。以這些具體的偏誤分析為基礎(chǔ)，最后一節(jié)從語言心理距離、語言心理標(biāo)記性和語言對比差異度各方面分析了母語遷移的條件和模式，并對傳統(tǒng)對比困難層次模式提出了自己的修訂。第四章，以自然語料統(tǒng)計(jì)、針對性測試相結(jié)合的方式對不區(qū)分國別的留學(xué)生和韓國學(xué)生各自作了比較句習(xí)得順序的考察，并主要根據(jù)口語個(gè)案跟蹤和橫向調(diào)查的樣本對各個(gè)階段所出現(xiàn)的比較句式的習(xí)得過程作了一些定性的描述。這些考察的成果將直接服務(wù)于教學(xué)語法中相關(guān)語法點(diǎn)序列的選取與排序以及教材中相關(guān)語法點(diǎn)的解

4、釋。這一章對第三章是個(gè)補(bǔ)充，利用正確句式相對比率和蘊(yùn)含量表等手段，對學(xué)習(xí)者正確使用的句式給予了相當(dāng)?shù)年P(guān)注。第五章以前面幾章的研究成果為依據(jù)，考察對外漢語有代表性的語法大綱和中韓兩國的漢語教材，分析優(yōu)點(diǎn)和不足，將研究成果直接服務(wù)于教學(xué)。關(guān)鍵詞：比較句；對比分析；偏誤分析；習(xí)得順序；教學(xué)語法A Study on the Acquisition of Comparative Sentences by Korean AdultsMajor: Linguistics and Applied LinguisticsName: Chen JunSupervisor: Professor Zhou Xiaob

5、ingABSTRACT"Comparison" is one of the basic expressive functions in various languages of human being. And the grammatical item of “Comparative sentences" in Chinese language involves various sentence patterns, rich semantic meanings and multiple pragmatic functions. On the basis of a

6、great deal of interlanguage materials, the paper selected such a topic to do a related acquisition research on the Korean adults who study Chinese in China.Preface gives an introduction on the research aim, method, range and value.Chapter 1 makes a brief overview of related materials on all sides.Ch

7、apter 2 contrasts the main type of comparative sentences in Korean and Chinese from the view of the second language learning, taking the method of " from inside to outside"(from language meaning to language form).Some systemic difference between two languages are found. , such as the illeg

8、ibility between quantity and degree, and the faintness between absolute degree and opposite degree in Korean. The comparative range of Comparative sentences with “” is very abroad etc.Chapter 3 makes error diagnosis on the basis of statistics. In order to guarantee the scientific and objectivity of

9、the results, the paper adopts the cross-sectional and longitudinal study of oral speech, follow-up investigation and written data collection etc. the paper statistically analyzes the main error types of comparative sentences, and try to find out the reason by a thorough investigation into mother ton

10、gue influence, proficiency level, language varieties, learner strategy and universal grammar, etc. It is further led to some constructive thoughts on theories in order to put forward my own new thinking on the basis of practice to question the traditional Contrastive Analysis and Error Analysis. Aft

11、er concrete error analysis, the paper gave a further thinking on theory: the causes of errors in second-language learning are various. From the data of our investigation, mother tongue influence is the most important influence factor. Inter-language is a system. Cross-lnaguge transfer is not individ

12、ual, partial but systematic .The occurrence of an error may be not just caused by one factor related to one certain rule but several factors related to several rules together. Language is not partite regulation rules in the brain of learners then, but a whole construction or a type. The last section

13、 of this part analyzed the conditions and pattern of cross-language transfer occurrence from the side of mental distance, mark and difference of the languages. It amended the traditional contrastive difficulty-layer mode at the end.Chapter 4 gives two investigations on the acquisition sequence and p

14、rocess of foreign students and Korean students seperately. The methods of nature language spastics, aim tests and subjective difficulty comments are used. It tries to make a quantitative/statistical analysis according to the objective statics. The paper also tries to give a qualitative description o

15、f the individual cases on the process of the comparative sentences types, mainly basing on of cross-sectional and longitudinal study follow-up investigation of oral speech,. By contradistinguishing the two results, the acquisition sequence that matches the acquisition route and cognition approach is

16、 derived. It will benefit the pedagogy of teaching Chinese as a second language. This chapter is a complement of chapter3, for the paper also pays considerable attention to non-erroneous sentence patterns used by the learners in this part. Chapter 5 takes this research result as cateria, check and comment on several Chinese grammar syllabuses and textbooks that aim at teaching Chinese language as a second language, some published in Chin