• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文学位 >The early stages of Chinese interlanguage: A longitudinal study of the acquisition of Chinese as a second language by three native English speakers.
【24h】

The early stages of Chinese interlanguage: A longitudinal study of the acquisition of Chinese as a second language by three native English speakers.

机译：中文中介语的早期阶段：对三位以英语为母语的人进行汉语作为第二语言习得的纵向研究。

获取原文
获取原文并翻译 | 示例
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

This dissertation is a one-year longitudinal study of the acquisition of Chinese (Mandarin) as a second language (L2) by three English speakers in Beijing who were zero proficiency level Chinese-as-a-second-language students. Face-to-face conversations between the researcher and each subject were conducted in a relaxing and spontaneous manner and audio-recorded on a bi-weekly basis. A contextualized Target-Like Use (TLU) analysis is used to measure the subjects' L2 performances. The acquisition point of a given grammatical form is defined as “the last data sample of three consecutive bi-weekly samples in which the TLU of the form is at least 80%.” The study concentrates on the acquisition of (1) the negation system, (2) the interrogative system, and (3) the temporal system of Chinese IL. The empirical developmental sequences in each of these areas are described in relation to the systematicity and the uniformity of the developmental sequences of ILs in general. The study proposes an independent measurement for the early stages of Chinese IL; it starts with ‘bu V’ negation from the very early stage and ends with ‘yes-no’ questions acquired towards the end of the one-year period. Similar to the use of the negation system in English IL, the empirical sequences will help to determine the learners' L2 level for SLA research purposes. The study also points out one unique learning strategy that differs from strategies reported in English IL research. Chinese L2 learners tend to use the less marked forms as universal forms for their grammatical categories and overgeneralize these forms in their IL. Through their use of IL discourse, the learners gradually reduce the overuse of each form until the TLU of the form reaches the acquisition point. The discourse level analysis applied in this dissertation, which works efficiently with an isolating language like Chinese, will shed new light on research methodology useful for further study of Chinese language and IL. From a pedagogical perspective, the study suggests that a discourse approach, which is beyond the traditional sentence level teaching, can be used to raise awareness of overgeneralizations, the key component of learners' non-TLUs in IL.
机译：本文是为期一年的纵向研究，主要研究北京的三名英语水平为零的汉语作为第二语言的学生对汉语作为第二语言的习得。研究人员与每个受试者之间的面对面对话以轻松自发的方式进行，并每两周记录一次音频。使用情境化的类似目标使用（TLU）分析来衡量受试者的L2表现。给定语法形式的获取点定义为“三个连续的双周样本的最后一个数据样本，其中该形式的TLU至少为80％。”该研究集中在（1）汉语否定系统，（2）疑问系统和（3）时态系统的习得上。一般来讲，这些区域中每个区域的经验性发展序列都与IL的发展序列的系统性和均匀性有关。该研究提出了对中国白细胞介素早期的独立测量。它从一开始就以“ bu V”取反开始，以在一年期限结束时获得的“是-否”问题结束。与英语IL中否定系统的使用类似，经验序列将有助于确定学习者的L2水平以进行SLA研究。该研究还指出了一种独特的学习策略，该策略不同于英语IL研究中报告的策略。中国第二语言学习者倾向于将标记较少的形式用作其语法类别的通用形式，并在其母语中过度概括这些形式。通过使用IL语篇，学习者逐渐减少每种形式的过度使用，直到形式的TLU达到获取点为止。本文所运用的话语水平分析可以有效地与像中国这样的孤立语言一起工作，这将为进一步研究汉语和IL的研究方法学提供新的思路。从教学的角度来看，该研究表明，话语教学法可以超越传统的句法教学，从而提高人们对过度概括化的认识，而过度概括化是学习者在IL中非TLU的关键组成部分。

著录项

  • 作者

    Wang, Benjamin Qing.;

  • 作者单位

    University of California, Los Angeles.;

  • 授予单位 University of California, Los Angeles.;
  • 学科 Language Linguistics.; Education Language and Literature.
  • 学位 Ph.D.
  • 年度 2001
  • 页码 193 p.
  • 总页数 193
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 语言学;
  • 关键词

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号