Publication: 母语环境下泰国大学生汉语多义副词 “就”的习得跟踪研究
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2019
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cn
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Journal of Humanities and Social Sciences University of Phayao
วารสารมนุษยศาสตร์และสังคมศาสตร์ มหาวิทยาลัยพะเยา
วารสารมนุษยศาสตร์และสังคมศาสตร์ มหาวิทยาลัยพะเยา
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7
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2
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125
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155
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母语环境下泰国大学生汉语多义副词 “就”的习得跟踪研究
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A Longitudinal Study of the Acquisition of Chinese Multi-Meaning Adverb“Jiu” by Thai University Students in the Native Language Environment
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Abstract
本文基于泰国皇太后大学汉语师范专业 2014 级 100 名汉语大学生在不同年级时的作文语料，采用语料库语言学和个案跟踪的研究方法，比较详细地探析了母语环境下泰国大学生习得汉语副词“ 就” 的正误用例分布情况及特点、偏误类型、发展过程与趋势以及习得顺序等问题。研究结果显示：（1）总体上，泰国大学生习得汉语副词“ 就” 的情况较为理想，随着学时等级的提高偏误率呈总体下降趋势。汉语副词“ 就” 各大义项的使用频率排序情况与汉语母语者和其他外国汉语二语学习者比较一致。（2）在正确用例方面，泰国大学生汉语副词“ 就” 各大义项之小义项及其相应形式的使用相对比较集中单一。（3）泰国大学生习得汉语副词“ 就” 时，误代类偏误率在总体上与各学时等级上都明显最高。从语义上看，表时间义的“ 就” 的偏误率相对最高,表关联义的“就”的偏误率次之。（4）泰国大学生副词“就”各义项的习得顺序表现为：较早习得“就 3、就 7”，中期习得“就 1、就 2”，较晚习得“就 4、就 5、就 6”。基于上述研究结果，我们提出了相应的教学分级建议。
Based on the compositions corpus of the different grades of 100 Thai Chinese Students majoring in TCL who enrolled in 2014 at Mae Fah Luang University. This paper explore and analyzes in detail the distribution of correct and erroneous use of adverb “ jiu” by Thai university students, the types of errors, the development process and trends, Acquisition order and other issues in the native language environment by the method of corpus linguistics and case tracking. The results show that: (1) As a whole, the acquisition of adverb “ jiu” is more ideal by Thai university students, and the overall error rate tends to decrease with the improvement of grade level. The frequency of using Chinese adverbs “jiu” is consistent with that of native speakers of Chinese and other foreign Chinese learners. (2) In terms of correct use, the small sense of the major Chinese adverbs “ jiu” by Thai university students and the corresponding forms of their use are relatively concentrated. ( 3) When Thai university students acquire Chinese adverb “ jiu” , the error rate of is substitution obviously the highest on the whole as well as on the grade of each class. In terms of semantics, the error rate of “jiu” in the meaning of time - sense is relatively highest, and the error of “jiu” in the meaning of a conjunctive is second. (4) The acquisition sequence of adverbs "jiu" by Thai university students is as follows: “jiu3” and “Jiu7” are first acquired, then is “jiu1” and “Jiu2”, and “jiu4, jiu5, jiu6” are finally acquired. According to the above research results, we put forward corresponding teaching classification.
Based on the compositions corpus of the different grades of 100 Thai Chinese Students majoring in TCL who enrolled in 2014 at Mae Fah Luang University. This paper explore and analyzes in detail the distribution of correct and erroneous use of adverb “ jiu” by Thai university students, the types of errors, the development process and trends, Acquisition order and other issues in the native language environment by the method of corpus linguistics and case tracking. The results show that: (1) As a whole, the acquisition of adverb “ jiu” is more ideal by Thai university students, and the overall error rate tends to decrease with the improvement of grade level. The frequency of using Chinese adverbs “jiu” is consistent with that of native speakers of Chinese and other foreign Chinese learners. (2) In terms of correct use, the small sense of the major Chinese adverbs “ jiu” by Thai university students and the corresponding forms of their use are relatively concentrated. ( 3) When Thai university students acquire Chinese adverb “ jiu” , the error rate of is substitution obviously the highest on the whole as well as on the grade of each class. In terms of semantics, the error rate of “jiu” in the meaning of time - sense is relatively highest, and the error of “jiu” in the meaning of a conjunctive is second. (4) The acquisition sequence of adverbs "jiu" by Thai university students is as follows: “jiu3” and “Jiu7” are first acquired, then is “jiu1” and “Jiu2”, and “jiu4, jiu5, jiu6” are finally acquired. According to the above research results, we put forward corresponding teaching classification.