汉语关系从句的二语理解与产出——续论学习观视角  

The Comprehension and Production of Chinese Relatives:A Xu-argument Perspective

作　　者：杨梅[1] 严晓朦 YANG Mei;YAN Xiao-meng(South China University of Technology,Guangzhou 510640)

机构地区：[1]华南理工大学外国语学院,广州510640

出　　处：《汉语学习》2023年第4期73-81,共9页Chinese Language Learning

基　　金：国家社科基金一般项目“基于续论的外语教学法理论构建与应用研究”(项目编号:20BYY106);2022年国际中文教育研究课题一般项目“英语国家学习者汉语二语发展机制及教学模式研究”(项目编号:22YH21C)资助。

摘　　要：续论学习观是解释语言习得机制和规律的学习观,强调理解产出不对称所引发的认知协同是二语发展的内在机理。本文采用自定步速阅读和句子连接任务,收集了32名母语者和30名二语者汉语关系从句的数据。发现汉语关系从句二语理解准确率高于产出,但中心词位置和从句类型影响了理解与产出的不对称性,“宾语—宾语”关系从句二语产出好于理解。汉语关系从句二语理解产出具有不对称特点,相关结论对汉语二语教学具有启发作用。The underlying mechanism of xu lies in the alignment resulting from the comprehension/production asymmetries.To provide empirical evidence supporting this statement,the present study used self-paced reading and sentence combination tasks to collect 32 native speakers'and 30 L2 learners'comprehension and production data of Chinese relatives.It has been found that albeit the L2 comprehension of Chinese relatives precedes the L2 production,there was not a perfect comprehension/production asymmetry,due to the influence of the relative types and head noun roles,which made it possible that sometimes the L2 production of certain types of Chinese relatives preceded the L2 comprehension.We analyzed the complex features of comprehension/production asymmetries as found in the present study and discussed how the theoretical development and the application of the xu-argument in L2 Chinese teaching can benefit from a complete consideration of these features.

关 键 词：汉语关系从句 理解产出不对称 续论 

分 类 号：H195.3[语言文字—汉语]