认知视野下趋向补语“过来”习得统计分析  

A Statistical Study of the Directional Complement “Guolai” Acquisition

作　　者：朱京津[1,2] ZHU Jing-jin(Nankai University,Tianjin 300071;Tianjin Foreign Studies University,Tianjin 300204)

机构地区：[1]南开大学文学院,天津300071 [2]天津外国语大学国际交流学院,天津300204

出　　处：《汉语学习》2018年第4期96-104,共9页Chinese Language Learning

基　　金：天津哲学社会科学项目"大数据视野下的复合趋向补语习得调查研究"(项目编号:TJZW17008)资助

摘　　要：本文基于前人对复合趋向补语"过来"的认知语义研究,以中级和高级水平欧美学生为被试,针对"过来"的六个义项进行量化研究。通过SPSS的独立样本t检验和聚类分析统计发现欧美学生习得六个义项应分为三个阶段,所以本文建议教学编排顺序应是:第一阶段:空间域1,空间域2=方向域;第二阶段:领属域;第三阶段:心理域=价值域。Based on the cognitive semantics research of the compound trend complement ＂guolai＂, this paper conducts quantitative research on the six items of ＂guolai＂in the intermediate and advanced level students in Europe and America. According to the independent sample t-test and cluster analysis of SPSS, it is found that there are three stages for students to acquire the six terms, so this paper suggests that the teaching arrangement should be stage 1： spatial domain 1, spatial domain 2=directional domain; stage 2： genitive domain; stage 3： psychological domain=value domain.

关 键 词：过来 认知域 习得顺序 

分 类 号：H195.3[语言文字—汉语]