印尼留学生汉语主动句被动句命题表征项目顺序  

Item Order of Propositions Representation of Indonesian Students' Understanding Chinese Active Sentences and Passive Sentences

作　　者：张金桥[1] 

机构地区：[1]暨南大学华文学院应用语言学系,广州510610

出　　处：《心理学探新》2006年第2期34-37,共4页Psychological Exploration

基　　金：教育部人文社科青年项目(05JC740041);国务院桥办人文社科研究项目(04CQBYB0011)

摘　　要：采用句子-图形验证任务初步探讨了不同汉语水平的印尼留学生理解汉语主动句、被动句所形成的命题表征中的项目顺序特点。结果表明,初级汉语水平印尼留学生理解汉语主动句、被动句后所建构的命题表征中项目顺序均为“受事→施事”;中级汉语水平印尼留学生理解汉语主动句所形成的命题表征项目顺序为“施事→受事”,而其理解汉语被动句所形成的命题表征项目顺序为“受事→施事”。母语主动句、被动句的理解特点影响印尼留学生汉语主动句、被动句命题表征项目顺序;这种影响作用与其汉语水平有一定的关系。Adopting sentence- picture verification task technique, this papor describes two exporimants designed to examine the item order of prepositions representation of Indonesian students＇ understanding Chinese active sentences and passive sentences, It indicates： （1） Indonesian students of low Chinese level form the constant prepositions representation of ＂ object→agent＂ in reading both Indonesian and Chinese active sentences and passive sentences; （2） Indonesian students of medium level form the constant propositions representation of ＂agent→object＂ in reading Chinese active sentences, （3） Indonesian students of medium level form the constant propositions representation of ＂object→agent＂ in reading Chinese passive sentences. The author concludes that Indonesian students＇ understanding Chinese simple sentence have relative with their understanding mother language and their Chinese level .

关 键 词：印尼留学生 主动句 被动句 命题表征 项目顺序 

分 类 号：B842.5[哲学宗教—基础心理学]