Publication: 基于自然语料的泰国学生汉语“了”字句习得跟踪研究
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2016
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cn
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Panyapiwat Journal
วารสารปัญญาภิวัฒน์
วารสารปัญญาภิวัฒน์
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8
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Supplementary Issue December
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237
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252
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基于自然语料的泰国学生汉语“了”字句习得跟踪研究
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A LONGITUDINAL STUDY ON ACQUISITION OF “LE” CONSTRUCTION OF THAI STUDENTS BASED ON NATURALISTIC DATA
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Abstract
基于同一组泰国大学生在各年级时的作文语料，我们考察与探讨了泰国大学生汉语“了”与“了”字句的习得情况。研究结果发现：泰国大学生“了”字句使用频率较高，但总体习得效果并不理想，偏误率随着学时等级的提高而略微上升。泰国大学生习得“了”字句时，使用频率和偏误率最高的句式都是“动+了1+宾”，主要的偏误类型为“了”的冗余与错位偏误。在习得顺序方面，我们发现泰国大学生先习得“了2”，各句式的习得顺序为：IV＞VI＞V＞II＞III＞I。最后，我们建议先教学句式IV、VI、V，然后教学句式II，接着教学句式I，最后教学句式III。
Based on the same group of Thai university students’ compositions at each grade. The study investigates and analyzes the acquisition of “le” and “le” constructions by Thai university students. The study found that the “le” constructions frequency of use is quite high, but the effect of the acquisition of “le” constructions is not ideal, the rate of errors of “le” constructions slightly increase with the grade raise. The sentence pattern “V+ le1 +O” of the frequency of use and rate of errors is highest when Thai university students learn the “le” constructions. The main error types is addition and sequential of “le”. On the acquisition of “le” and “le” constructions, we found that Thai university students first acquire “le2” and their acquisition orders of the “le” constructions can roughly be expressed as: IV＞VI＞V＞II＞III＞I. Finally, we suggest first teach the sentence pattern “IV”, “VI” and “V”, then teach the sentence pattern “II”, and then teach the sentence pattern “I”, finally teach the sentence pattern “III”.
Based on the same group of Thai university students’ compositions at each grade. The study investigates and analyzes the acquisition of “le” and “le” constructions by Thai university students. The study found that the “le” constructions frequency of use is quite high, but the effect of the acquisition of “le” constructions is not ideal, the rate of errors of “le” constructions slightly increase with the grade raise. The sentence pattern “V+ le1 +O” of the frequency of use and rate of errors is highest when Thai university students learn the “le” constructions. The main error types is addition and sequential of “le”. On the acquisition of “le” and “le” constructions, we found that Thai university students first acquire “le2” and their acquisition orders of the “le” constructions can roughly be expressed as: IV＞VI＞V＞II＞III＞I. Finally, we suggest first teach the sentence pattern “IV”, “VI” and “V”, then teach the sentence pattern “II”, and then teach the sentence pattern “I”, finally teach the sentence pattern “III”.