高级汉语水平韩国学习者习得动结构式偏误分析及实证研究
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摘要
动结构式是汉语重要构式之一,也是第二语言教学的难点。本文在实证研究的基础上,归纳了高级汉语水平韩国学习者动结构式主要偏误类型:回避偏误、语序偏误、冗余偏误;考察了汉语水平和动结构式的习得存在明晰的因果关系:汉语水平越高,习得动结构式效果越好;推测出学习者大致的习得顺序:非施动构式—自施构式—施动构式。构式语法给汉语习得和教学带来新思路,汉语学习的高级阶段应把构式作为教学重点。
Dynamic structural formula is one of the key Chinese constructs and second language teaching. Based on the empirical research, this paper summarizes the types of dynamic structure errors of Korean learners of advanced Chinese level in avoiding bias, word order and redundancy bias; There is a causal relationship between the acquisition of Chinese level and dynamic structure: the higher the Chinese level, the better the effect of dynamic structure acquisition; The learners' approximate acquisition order is inferred: non-applied configuration in Self-applied Configuration. Constructive grammar offers new ideas to Chinese acquisition and teaching. Constructive grammar should be the key in advanced Chinese learning.
Dynamic structural formula is one of the key Chinese constructs and second language teaching. Based on the empirical research, this paper summarizes the types of dynamic structure errors of Korean learners of advanced Chinese level in avoiding bias, word order and redundancy bias; There is a causal relationship between the acquisition of Chinese level and dynamic structure: the higher the Chinese level, the better the effect of dynamic structure acquisition; The learners' approximate acquisition order is inferred: non-applied configuration in Self-applied Configuration. Constructive grammar offers new ideas to Chinese acquisition and teaching. Constructive grammar should be the key in advanced Chinese learning.
引文
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[2]车慧,李宝贵.韩国学生“有”字句偏误分析及习得研究[J].辽宁师范大学学报(社会科学版),2016(4).
[3]吕叔湘.现代汉语八百词[M].北京:商务印书馆,1980.
[4]朱旻文.基于构式的第二语言学习者汉语动结式习得研究[J].语言教学与研究,2017(4).
[5]吴为善.构式语法与汉语构式[M].上海:学林出版社,2016:4.
[6]顾鸣镝.认知构式语法的理论演绎与应用研究[M].上海:学林出版社,2013:6.
[7]赵琪.英汉动结式的共性与个性[J].外语教学与研究,2009(7).
[8]钟书能,黄瑞芳.汉语动补结构类型学的认知研究[J].外国语,2016(3).
[9]李小荣.对述结式带宾语功能的考察[J].汉语学习,1994(5).
[10]郭继懋,王红旗.粘合补语与组合补语表达差异的认知分析[J].世界汉语教学,2001(2).
[11]朱德熙.语法讲义[M].北京:商务出版社,2010.
[12]马真,陆俭明.形容词作结果补语情况考察[J].汉语学习,1997(4).
[13]李讷,石毓智.汉语动词拷贝结构的演化过程[J].国外语言学,1997(3).
[14]施春宏.从构式压制看语法和修辞的互动关系[J].当代修辞学,2012(1).
[15]李宝贵,王晓甜.韩国学生习得汉语“有”字句偏误分析及教学对策[J].辽宁师范大学学报(社会科学版),2015(6).