成年韩国学生汉语比较句习得考察

1、成年韩国学生汉语比较句习得考察专 业:语言学及应用语言学博士生:陈珺指导教师:周小兵教授摘 要“比较”是人类各种语言中所必需的基本表达功能之一。“比较句”是汉语中涉及句式多、包含语义丰富、语用功能多样的一个语法项目。本文在语料较充足的情况下，选取了这样一个语法包蕴量较大的语法项目来做在华学习的韩国成年人的相关习得研究。绪论简要介绍了选题价值、研究范围、研究对象和研究方法。第一章从汉语本体、韩汉对比、习得研究和对外汉语体系研究四个方面作了相关方面的文献综述。第二章从学习者的角度，采取“由内而外”（从语义到语形）的方式对韩语和汉语中主要的比较句句式作了较细致的对比，并且发现了一些系统的语义范畴上的

2、差别，如韩语中“数量与程度、绝对程度和相对程度的模糊性”、“”比较句的泛比性等。第三章在定量统计分类的基础上对偏误作定性诊断。为保证结果的科学性和客观性，笔者采取了口语横向调查、跟踪调查以及书面语收集等多种科学的统计方式，在大量的中介语语料的基础上统计出了比较句中常见的偏误类型，并结合母语对比、致命相似度、学习阶段、语体变异、语言形式环境变异、学习者策略、普遍语法等考察了各种偏误的消长变化，深入细致的探讨了这些偏误原因。在具体语法点对比分析和偏误分析之后进一步上升到理论思考：偏误是多种原因造成的，以本次考察的数据来看，母语依然是二语学习中最重要的影响因素。中介语是一个体系，母语迁移不是个别的、

3、局部的，而应是成体系的。偏误的产生可能不是某个规则导致的，而是多个规则结合起来导致的结果。语言在学习者的头脑不是分裂的一条条规则，而是相互结合的句型、句式。以这些具体的偏误分析为基础，最后一节从语言心理距离、语言心理标记性和语言对比差异度各方面分析了母语迁移的条件和模式，并对传统对比困难层次模式提出了自己的修订。第四章，以自然语料统计、针对性测试相结合的方式对不区分国别的留学生和韩国学生各自作了比较句习得顺序的考察，并主要根据口语个案跟踪和横向调查的样本对各个阶段所出现的比较句式的习得过程作了一些定性的描述。这些考察的成果将直接服务于教学语法中相关语法点序列的选取与排序以及教材中相关语法点的解

4、释。这一章对第三章是个补充，利用正确句式相对比率和蕴含量表等手段，对学习者正确使用的句式给予了相当的关注。第五章以前面几章的研究成果为依据，考察对外汉语有代表性的语法大纲和中韩两国的汉语教材，分析优点和不足，将研究成果直接服务于教学。关键词：比较句；对比分析；偏误分析；习得顺序；教学语法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