【作者】 文玉兰；

【导师】 安国峰；

【作者基本信息】 延边大学 ， 汉语言文字学， 2005， 硕士

【摘要】 本文在调查大量的自然习作和问卷语料的基础上,运用中介语理论,对朝鲜族中小学生在习得“被”字句过程中出现的偏误进行了统计、分类,并分析了致误的原因。 本文认为:朝鲜族中小学生“被”字句偏误主要出现在“被”字句的各语法成分、语序以及篇章功能上。产生偏误的主要原因是母语干扰、目的语干扰和交际策略上的回避,其中以母语的负迁移为主。通过调查、统计,我们排出了“被”字句各补语类型的准确度顺序,从而反映了习得顺序,即准确度越高,难度越小,习得越快。“被”字句各补语类型的习得顺序为:第Ⅰ级—V+动量;第Ⅱ级—V+空间,V+时间;第Ⅲ级—V+结果,V+情态,V+程度,V+趋向。在此基础上,我们与朝鲜族中小学教材“被”字句补语的安排顺序做了比较,计算出习得顺序之间的Spearman等级相关系数,发现教材输入给学生的“被”字句补语顺序和朝鲜族中小学生的客观习得顺序并不一致。我们还根据使用正确率及其“折线图”,把“被”字句各类型分成四个习得等级。据此,本文还对“被”字句的教学及教材编写提出了一些建议。更多还原

【Abstract】 Based on a large quantity of individual compositions and survey materials and interlanguage theory, we’ve made classifications and statistics about errors made by Chinese-Korean pupils during their learning of the Chinese drill "被". And we’ve analyzed the reasons.The errors which Chinese-Korean pupils usually made mainly appear in these aspects of using the drill -grammar constitute, speech order and text function. The reason why they made such mistakes is mainly because of interference of avoidance of communication strategy, native language and target language. Of all these reasons, the negative transfer of native language is mainly responsible for mistakes. In terms of survey and statistics, we’ve got the sequence of the degree of accuracy which different kinds of complements have in Chinese drill "被". The higher the degree is, the less the difficulty is and the faster they will learn. The sequence are: Degree I: V+ verb and measure words Degree II: V+ spaceV+ time Degree III: V+ resultV+ modalV+ degreeV+ tendencyBased on these, we’ve compared them with the arrangement of Chinese drill "被" in the text book and calculated the relevant coefficient between acquirement sequence and spearman degree. We found that they do not agree with each other. Besides, we gave four acquisition degrees of all Chinese drill "被" based on the ratio of correctness and graph. According to the results, we gave some suggestions on the arrangement and teaching of Chinese drill "被" in the text book.更多还原