摘要
本文基于中介语语料库和汉语本族语语料库,全面考察了初、中、高不同汉语水平的印尼学习者习得汉语介词"在"的发展过程。"在"字介词短语各句法功能的习得经历了从使用过度、不足到逐渐均衡的过程,但作状语的主要句法功能仍出现使用过度的倾向,作补语和定语的次要句法功能则使用不足。"在"所介引的语义类型习得遵循由简单具体类到复杂抽象类的习得顺序,处所、时间等具体义的习得要好于范围、方面、条件等语义较抽象类别的习得。印尼学习者习得介词"在"的偏误率不高,大部分能正确使用,但各阶段的偏误类型表现出了明显的特征。初级学习者喜欢在存现句句首处加"在",中高级学习者偏误主要集中在"在"与其他近似介词的相互错用以及介词框架的错用。
Based on Interlanguage Corpus and Chinese Corpus, this study attempts to investigate the acquisition development process of preposition word "zai"(在) among Indonesia Chinese L2 learners with different Chinese levels including beginner, middle and high. The acquisition of syntactic functions of phrase "zai(在)+ NP" go through two stages from overuse to balanced-used, and from underutilization to balanced-used. But the main syntactic function as adverbial still has the tendency of overuse, the minor syntactic functions as complement and modifier are still underused. As a preposition,"zai"(在) can introduce many different semantic types, the acquisition follows the order from simple and specific ones to complex and abstract ones. The acquisition of "location" and "time" is much better than "scope","aspect","condition" and so on. The errors Indonesia students made when using "zai"(在) are not too much, most corpora are right-used, but obvious characteristics of error types are expressed in different stages. The beginners like to add "zai"(在) at the beginning of Cun-Xian sentences, intermediate and advanced learners usually confuse "zai"(在) with other similar preposition words, and also make mistakes with prepositional structures.
作者
徐婷婷
XU Tingting(Chinese Iimguage and Culture College, Huaqiao University, Xiamen 361021 China;College of Advanced Chinese Training, Beijing Language and Culture University, Beijing 100083 China)
出处
《海外华文教育》
2019年第2期72-81,共10页
Overseas Chinese Education
基金
北京语言大学梧桐创新平台项目(项目批准号:16PT01,中央高校基本科研业务费专项资金)的支持
关键词
介词
“在”
深度习得
发展过程
印尼学习者
preposition
"zai"(在)
depth acquisition
development
Indonesian students
