【作者】 李菡幽；

【导师】 沙平；

【作者基本信息】 福建师范大学 ， 应用语言学， 2011， 博士

【摘要】 语法偏误研究是汉语作为第二语言教学中的一个重要课题,也是近年来研究的一个热点问题。同时,随着人们对学习者心理认知机制的逐步重视,对学习者学习策略的研究也引发了人们的兴趣,但是将二者结合起来,从学习策略角度对汉语语法偏误进行研究,探讨学习策略与语法偏误之间的关系,这方面的研究则尚未见到。本文作了这一方面的尝试。为达到这一研究目的,我们建立了一个10万字的汉语作为第二语言学习和汉语作为第一语言学习的平行语料库,与此同时,对每一个语料生成者的学习策略进行了调查和访谈,并对其中两名学习者进行了为时两年的跟踪观察,在此基础上,我们以定量分析和定性分析、静态研究和动态研究相结合的方法,从学习策略角度出发,对汉语作为第二语言的语法偏误进行了较为深入的研究。研究结果表明：偏误成因可以分为根源和诱因两个不同的层面,根源包括L1和L2之间的语言和文化的差异,学习者的个体差异、学习环境的差异；诱因则是学习者的学习策略。诱因的形成要以根源为基础,而根源必须通过诱因起作用。研究结果还表明,学习者的语法偏误与学习策略呈显著负相关,同一个语法偏误是多个学习策略共同作用的结果,同时,学习策略的动态变化也会对语法偏误的动态变化产生影响。针对语法偏误和学习策略的这些特点,本文最后分别从“教师如何教”和“学生如何学”的角度对教学提出了自己的建议。更多还原

【Abstract】 Study on grammatical errors is one of the key topics in teaching Chinese as a second language (L2) as well as a much-talk-about topic of applied linguistics in recent years. In the meanwhile, scholars have become interested in doing research from the aspect of learning strategy as people had attached more importace to the psychological and cognitive mechanism of learners. However, there isn’t any research pursue the way of studying grammatical errors from the aspect of learning strategy and exploring the realtions between grammatical errors and learning strategy. This is what I attempt to look into in this dissertation. In order to finish this task, a parallel corpus which combines 100 thousand Chinese characters respectively from the first language (L1) learners and second language (L2) learners is set up as the basis for the current research. The learning strategy of each learner that concerned in this research was investigated and trailed, and two of them have been tracked for two years. On this basis, an in-depth research on grammatical errors for Chinese as a second language is pursued by intergrating quantitative analysis and qualitative analysis, static study and dynamic study. The conclusion of the research reflects that such kinds of grammatical errors come from two levels of causes, the root causes and inducement causes. The root causes can be linguistic and cultural disparity between L1 and L2, individual disparity of learner and disparity of learning enviornment, while inducement causes mainly come from learning strategy of the learners. The root causes are always the basis of inducement causes. However, without inducement causes, root causes will not work smoothly. The research also shows that grammatical errors don’t have any relations with the learning strategy. A grammatical error may possibly come from several learning strategies. In the meanwhile, dynamic changes in learning strategy may influence the dynamic changes in grammatical errors. In light of the above features of grammatical errors and learning strategy, I attempt to give some personal advice on "how to teach" and "how to learn".更多还原