越南学生现代汉语离合词习得研究 = Nghiên cứu quá trình thụ đắc từ li hợp trong tiếng Hán hiện đại của sinh viên Việt Nam. Luận án TS. Ngôn ngữ Văn học và Văn hóa nước ngoài: 914023401

国家大学下属外国语大学 研究生院 MAI THỊ HUẾ 越南学生现代汉语离合词习得研究 NGHIÊN CỨU QUÁ TRÌNH THỤ ĐẮC TỪ LI HỢP TRONG TIẾNG HÁN HIỆN ĐẠI CỦA SINH VIÊN VIỆT NAM 博士学位论文 研究专业：汉语教学法与理论 专业号码：914023401 2018 年 10 月于河内 河内国家大学下属外语大学 研究生院 MAI THỊ HUẾ 越南学生现代汉语离合词习得研究 NGHIÊN CỨU QUÁ TRÌNH THỤ ĐẮC TỪ LI HỢP TRONG TIẾNG HÁN HIỆN ĐẠI CỦA SINH VIÊN VIỆT NAM 博士学位论文 研究专业： 汉语教学法与理论 专业号码：914023401 指导老师：范玉含博士、副教授 (PGS TS Phạm Ngọc Hàm) 答辩日期：2018 年 10 月 19 日 答辩地点：河内国家大学属外语大学研究生院、A3 楼、101 房 2018 年 10 月于河内 版权声称 本人保证，此份题为《越南学生现代汉语离合词习得研究》的 汉语理论与教学法专业博士学位论文是我在我导师范玉含博士、副 教授的热情指导下进行研究所获的成果。这与我自己三年来不断刻 苦钻研、奋发向上的敬业精神分不开。本论文所涉及的相关理论依 据以及统计数字真实可靠，尚未出现在任何论文中。 特此保证！ 2018 年于河内 枚氏华 论文作者签字 导师签字 枚氏华 范玉含博士、副教授 签字日期：2018 年 10 月 28 日 签字日期：2018 年 10 月 28 日 I 目录 绪论 ································································································· 01.问题的提出 ················································································· 02.本论文研究的目的及意义 ······························································ 03.研究对象及范围··········································································· 04.研究任务 ···················································································· 05.研究思路与方法··········································································· 06.论文创新之处·············································································· 07.论文框架 ···················································································· 第一章 相关理论及研究综述 ································································ 1.1.现代汉语离合词概说 ···································································· 1.1.1.离合词的定义及其界定 ··························································· 1.1.2．离合词的分类 ····································································· 1.1.3．离合词教学的重点、难点分析·············································· 11 1.2.汉语作为第二语言教学的相关理论问题 ········································· 12 1.2.1．对比分析理论 ··································································· 12 1.2.2．中介语理论 ······································································ 14 1.2.3．偏误分析理论 ··································································· 20 1.2.4．第二语言习得理论 ····························································· 27 1.3.相关研究综述 ··········································································· 31 1.3.1 关于离合词命名的研究情况 ················································· 31 1.3.2．关于离合词属性的研究情况················································· 33 1.3.3．关于离合词界定的研究情况················································· 38 1.3.4．关于离合词的类型与离析形式的研究情况 ······························ 40 1.3.5．离合词的应用研究情况 ······················································· 42 1.3.6．从教材编写与教学角度探讨离合词教学的研究情况 ·················· 49 1.3.7 相关研究所存在的问题 ······················································· 51 小结 ······························································································· 55 第二章 越南学生现代汉语离合词习得现状考察与分析 ··························· 56 2.1.引言 ······················································································· 56 2.2 越南学生现代汉语离合词使用频率考察与分析 ································ 56 2.2.1 越南学生现代汉语离合词使用频率考察 ··································· 56 II 2.2.2 越南学生现代汉语离合词插入成分使用情况考察 ······················· 64 2.3.越南学生现代汉语离合词的习得过程调察与分析 ····························· 77 2.3.1.调察说明 ··········································································· 77 2.3.2.调察结果及分析 ·································································· 78 2.4.越南学生现代汉语离合词习得过程中的偏误考察与分析 ···················· 86 2.4.1．考察说明 ········································································· 86 2.4.2 考察结果·········································································· 89 2.4.3 考察结果分析···································································· 95 2.4.4 影响离合词习得的因素分析 ················································ 102 2.4.5 越南学生汉语离合词偏误成因 ············································· 105 小结 ······························································································ 117 第三章 越南学生现代汉语离合词教学顺序、教学模式及教学建议 ··········· 119 3.1 引言 ····················································································· 119 3.2 越南学生现代汉语离合词的习得顺序 ··········································· 119 3.2.1．先合后离 ········································································ 119 3.2.2．先基本分离而后组合分离 ··················································· 121 3.2.3．先分离度小而后离度大 ······················································ 123 3.2.4．由‘宾‘直接成分构成的分离至由‘动‘直接成分构成的分离 ·········· 125 3.2.5．先设计动宾语义关系为―V＋受事‖而后安排其他成分 ··············· 127 3.3.越南学生离合词的教学模式 ························································ 128 3.3.1．第二语言词汇教学中的―认知—动机‖教学模型 ························ 129 3.3.2．现代汉语离合词的教学模式················································ 133 3.4.对越南学生汉语离合词的教学建议··············································· 137 3.4.1．对教师的建议 ·································································· 137 3.4.2．对学生的建议 ·································································· 143 3.4.3．对教材撰写的建议 ···························································· 145 小结 ······························································································ 148 结语 ······························································································ 149 参考文献 ························································································ 151 一、越文类 ················································································· 151 二、中文类 ················································································· 152 III 表格和图示目录 表 1：越南学生现代汉语离合词的使用频率考察结果列表…… ….61 表 2：越南学生初、中级二阶段离合词的使用率对比表……… … 62 图 1：越南学生初、中级二阶段离合词的使用率对比图示…………62 表 3：越南学生离合词的分离式使用现状考察结果列表……………69 表 4：越南学生离合词综合用法选项考察结果列表 71 图 2：越南学生离合词综合用法选项考察结果对比图 71 表 5：越南学生离合词加入“什么”的词语顺序情况考察表 72 图 3：越南学生离合词加入“什么”的词语顺序情况对比表 73 表 6：越南学生离合词重叠考察结果统计表 73 图 4：越南学生离合词重叠的考察结果对比表 75 表 7：越南学生现代汉语离合词习得各阶段的情况对比……………84 表 8：越南学生离合词常见的偏误类型列表……………………… 100 图 5：初级综合课汉语教材离合词比重统计数字示图…… ………111 IV 论文摘要 离合词是汉语作为第二语言教学中的重点之一。离合词具有意 义的整体性和单一性，不同于短语意义的临时组合，并且在结构上 可离可合，但只能做有限的分离扩展。离合词既像词又像词组的这 一特征导致非汉语母语的学生在学习这类词语很难辨别，差错是难 免的。越南汉语专业本科生也不例外。在题为“越南学生现代汉语离 合词习得研究”的博士论文中，本人采取文献法、调查法、定量、定 性分析法、描写与分析法以及归纳法等，就河内国家大学下属外语 大学和河内大学汉语专业初中级阶段本科生为研究客体，对他们的 离合词习得现状进行考察与分析。论文的第一章是相关理论依据及 研究综述，主要对离合词的特点、第二语言习得、中介语、偏误分 析及语言对比等相关理论做出简明扼要的总结，同时对国内外相关 的研究成果进行综述与评估。第二章是对越南学生现代汉语离合词 习得现状的考察与分析，主要着重于越南学生使用离合词的频率、 插入成分的理解和使用、离合词偏误和教材设计等方面进行实际考 察，包括一项跟踪调查，经考察结果分析阐明越南学生离合词的习 得特点、偏误类型及偏误成因。第三章是越南学生现代汉语离合词 习得顺序、教学模式及教学建议。此章在实际考察与分析结果基础 上进一步探讨越南学生离合词习得的顺序、教学模式并提出相关的 教学建议，力求通过个案研究，弄清越南学生离合词习得的特点并 提出改善其教学质量的措施。研究结果表明，越南学生现代汉语离 合词的偏误主要表现在将离合词和一般的双音节动词混淆，导致将 宾语或补语加在离合词之后，另外还有将其他成分插入离合词中间， 弄错了离合词修饰成分的位置以及重叠式不当。偏误成因主要在于 学习者受母语负迁移以及目的语本身难度大。在此基础上，本论文 还提出相关的习得顺序以及教学建议，以便改善越南学生现代汉语 离合词的教学质量。 关键词：离合词；越南汉语本科生；习得；偏误分析；教学建议 V Abstract Abstract Lesson of separable words is one of important units in teaching Chinese as a second language In terms of grammatical structure, these words are not only considered as a whole but also separable with a limited expansion This explains why Vietnamese students find it hard to identify the grammatical rule and frequently make this kind of mistake In the doctoral dissertation titled ‗Research on acquiring lesson of separable words in Chinese of Vietnamese students‘, a variety of research methods such as survey, quantitative and qualitative methods, analysis, description, are used to conduct research on Chinese-specialized students at beginning and elementary levels in University of Languages and International Studies – Vietnam National University and Hanoi University In the dissertation, Chapter provides an overview of the research and some principles concerning knowledge of separable words, language acquisition, analysis of mistakes, language comparison, and some related studies in mainland and abroad Chapter investigates the current situation of Vietnamese students learning separable words by doing a survey of how frequent they use separable words, reason of their making mistakes and making lesson plan Chapter describes the process of acquiring, acquisition model, and puts forward some suggestions to enhance the quality of teaching separable words to Vietnamese students On the basis of the chapter 2, this chapter mainly discusses the steps of learning separable words, teaching model and some suggestions for teachers, students and making lesson plans By means of case study method, an attempt is made to clarify the features of Vietnamese students acquiring separable words, and make suggestions to improve teaching quality The reseach proves that the confusion of separable words and two-syllable words leads to wrong order of object and complement in the sentence This results from the effect of mother language and the complexity of target language itself We would like to propose that the acquisition process and teaching methods need changes to improve the student‘s knowledge about Chinese separable words Keywords: Separable words, Vietnamese students specialized in Chinese language, acquisition, analysis of mistakes, suggestions VI 绪论 01.问题的提出 离合词是现代汉语中的特殊单位，一直以来都被看做汉语作为 第二语言教学中的重点难点之一。 现代汉语词典双音节合成动词中有加 ―//‖ 标记为一种 AB 组合， 中间可插进别的成分，A 与 B 可离可合。这种组合在意义上具有整 体性和单一性，但结构并不紧密，AB 间可以插入其它成分，A、B 也可以颠倒，语言学界一般称之为离合词。 离合词在现代汉语中占有较大的比例。在杨庆盆主编、北京师 范大学出版社 2002 年出版的《现代汉语离合词用法词典》中一共收 集下 4066 个离合词，1996 年版的《现代汉语词典》中共有 3310 个， 到了 2002 年，增补主编的《现代汉语词典》中又出现了近 80 个新 的离合词，而《普通话三千常用词表》中就出现了 200 多个离合词1。 可见离合词是现代汉语中普遍存在的现象，而且在有逐渐上升的趋 势。因此，离合词教学是汉语非母语教学的重点之一。越南汉语教 学也不例外。 在一般的言语词汇系统中，词的内部结构不能插进新成分，而 在词的分界处总是有潜在的停顿。这样看来，―睡觉，尽力，聊天儿， 等，这类离合词是现代汉语词类中一个特殊的类别。在《现代汉语 词典》中提示这一类词中间可加入其它成分，但是加入什么成分， 何时可以加入，何时不能加入成分而必须作为一个完整的词使用？ 其间并没有统一规则可循。同时，离合词具有意义的整体性和单一 性，不同于短语意义的临时组合，并且在结构上只能做有限的分离 扩展，又与短语有不同之处。这真难为了学习汉语的外国人，学生 参考： 林美淑《对汉韩语教学离合词研究》山东大学，2005，p1 习得时常常因母语的负迁移或超范围类推而出错。如―见面他‖或―叹 了很大的气‖等2。 因此，有关现代汉语离合词的很多问题，历来是汉语本体研究 和汉语作为第二语言教学研究特别关注的重点，研究界都公认，离 合词教学是现代汉语作为第二语言教学中的重点、难点之一。离合 词是由一个动词性成分（或语素）和它所支配的名词性成分（或语 素）组成的语言形式。如 ―睡觉‖、 ―起床‖、―唱歌‖、―跳舞‖等。从 词汇意义的角度看，它们很像一个词，但从语法的角度看，中间可 以插入其他成分。因此，它的组成部分有时合在一起，有时又有另 外一个插入成分隔开。 现代汉语离合词既像词又像词组的这一特征导致了非汉语母语 的学生在学习这类词语很难辨别，差错是难免的。越南汉语学习者 也不例外。这是因为现代汉语离合词本身的复杂性造成，再者是因 为受母语的干扰所以越南学生常常犯上―睡觉一下‖、―起床得很早‖、 ―唱歌中国‖等类似这样的错误及偏误。 作为一名越南汉语教师，本人已经有机会在中国留学过六年， 在学习、研究及教学的过程中，本人认为，现代汉语离合词与越南 语相对应的表达方式存在着较大的差别，实在是越南学生汉语词汇 教学中的一大重点和难点。为了避免越南学生对现代汉语离合词的 误用，必须在前人对现代汉语离合词的研究成果进行总结的基础上， 进一步探索越南学生在离合词习得过程的特点，尤其是对常犯的偏 误进行分析，阐明其偏误成因并提出教学对策。再者，到目前为止， 在国内的有关语言习得研究，包括越南汉语本科生的习得研究成果 比较零散，可以说一向尚未出现过具有系统性、全面性的习得研究 专著，包括越南学生现代汉语离合词习得研究在内。这一切客观原 参考： 周上之.汉语常用离合词用法词典.北京语言大学出版社，2011，p2