摘要
基于中介语语料库语料分析发现:印尼、泰国学生最常使用"连"后为受事、施事的"连"字句,"连V都/也VP"句式缺失,有少量"连"后表任指疑问代词等偏误。两国学生对"连"标举极端的特点有明确认识,主要以"一量名"短语、有序名词方式显示极端性语义;显示极端性语义的方式呈现由明显单一到缓慢丰富的发展趋势。两国学生"连"字句习得整体上呈现较大的相似性。
Abstract Through the analysis of interlanguage corpus, we found that the highest proportion of ＂lian （连）＂ sentences used by Indonesia and Thailand students is the types that words after ＂lian （连）＂ referring to agent or object; and the type of ＂lian（连） V dou （都） /ye（也） VP＂ 18 miss- ing ; also a minor amount of errors occurs when some students use ＂lian （ 连 ） ＂ as an interrogative marker. However, both learners show a clear understanding on extreme semantic features of ＂lian （连） ＂ sentences which is manifested by the extreme semantic nature of words after ＂lian （连）＂ mainly through ＂yi （ 一 ） ＋ measure word ＋ noun＂ phrase and ordered nouns. And the means of man- ifesting extreme semantics indicate the development trend of learners from single form slowly to rich forms. In general, Indonesia and Thailand students show similar strengths and weaknesses when ac- quiring ＂lian （连） ＂sentences.
出处
《语言教学与研究》
CSSCI
北大核心
2013年第4期25-31,共7页
Language Teaching and Linguistic Studies
关键词
“连”字句
中介语系统
语义习得过程
影响因素
＂lian （连） ＂ sentences
interlanguage system
process of semantic acquisition
influencing factors
