【作者】 张璐；

【导师】 郝瑜鑫；

【作者基本信息】 华侨大学 ， 汉语国际教育专业（专业学位）， 2021， 硕士

【摘要】 本研究主要是了解母语者和二语者在不同情状类型动词与体标记组配的句法加工背后存在的神经认知机制。实验要求被试对正确句子和体违例句子进行按键判断,并使用ERP技术实时记录大脑活动。实验采用违例范式,选取的三组被试是汉语母语者、印尼二语者、泰国二语者,对被试反应进行记录,进而进一步了解二语者能在多大程度上达到类似母语的神经认知机制,并得到一些在汉语教学中体标记和动词搭配教学的思考和建议。实验结果表明,对于关键词来说,母语组、泰国组、印尼组均会引起LAN和P600效应,但母语组引起更大的双相效应,这反映了母语者和二语者句法加工机制的差异。母语组的体违例产生了较短的显著的左侧LAN效应,泰国组和印尼组的LAN效应略有滞后,且LAN效应左侧减弱,右侧出现不确定性正波。印尼组的P600效应比泰国组效应更显著,分布更广。对于尾词来说,母语组、泰国组、印尼组均发现了负波。为了提高二语者的不同情状类型动词与体标记的组配水平,教师应该注重通用规则和特殊动词的教授,并注重学生母语背景的潜在影响,让学生头脑中形成一些常用的搭配用法,当遇到一些新动词时,也能调动旧知识来促进新动词的掌握。更多还原

【Abstract】 The purpose of this study is to understand the neurocognitive mechanism behind the syntactic processing of different modal verbs and aspect markers.In the experiment,the subjects are asked to judge whether the sentences are correct or not,and brain activities are recorded in real time by using ERP technology.The experiment adopts the violation paradigm.The reactions of three groups of subjects(Chinese native speakers,Indonesian and Thai second speakers)are recorded,so as to understand the extent to which the second speakers can achieve the neurocognitive mechanism similar to native speakers,and to get some thoughts and advice on the Collocation teaching of aspect markers and verb in Chinese.The results show that for critical words,LAN and P600 effects are caused by native language group,Thai group and Indonesian group,but the native language group causes greater biphasic effect,which reflects the differences of syntactic processing mechanism between native language and second language.However,the LAN effect of Thai group and Indonesian group lag slightly,and the LAN effect weaken on the left side and appear positive wave of uncertainty on the right side.The P600 effect in Indonesia group is more significant than that in Thailand group.For sentence-final words,negative waves are found in the native language group,Thai group and Indonesia group.In order to improve the collocation level of different modal verbs and aspect markers,teachers should pay attention to the teaching of general rules and special verbs,and pay attention to the potential influence of students’ mother tongue background,so that students can form some common collocations in their minds.When they encounter some new verbs,they can also mobilize old knowledge to promote the mastery of new verbs.更多还原