汉英篇章省略衔接对比及二语习得分析-a contrastive study of ellipsis between chinese and english and an analysis of second language acquisition.docx

中文摘要省略作为一种篇章衔接手段，是越来越受到学术界关注的焦点。本文在总结国内外学者关于省略本体研究的基础上，确定了篇章省略衔接手段的范围和分类，基于30万汉英双向平行语料库对汉英篇章省略衔接进行了描写分析，得出汉英篇章省略衔接的12种省略基本形式。根据本文选取的省略衔接形式，基于汉英各15万字的汉英双向平行语料库对汉英篇章省略各形式进行对比，揭示了汉英在省略衔接手段使用上的异同点，根据两者的相异点对L1为英语的留学生习得篇章省略衔接手段提出9种偏误预测。基于中介语语料库，本文对L1为英语的留学生中介语语料中12种省略衔接形式的使用情况进行了系统的考察：分析正确用例以发现L1为英语者省略衔接手段习得的纵向发展特点；分析偏误用例以对运用对比分析提出的偏误预测进行验证，并从语际、语内迁移及认知心理对偏误产生的原因进行解释。之后，本文采用考察省略衔接手段的输入频率，运用正确使用相对频率法和习得区间法，并结合前面的分析得出L1为英语者汉语篇章省略衔接的习得顺序：小句性省略主语省略（主语承前省略顶针转换省略指称词省略定语转换省略介宾转换省略兼语转换省略）中心语省略定语省略宾语省略实义动词省略操作词省略。最后，本文在对篇章省略衔接的偏误情况、习得特点、习得顺序进行全面把握的基础上，对汉语篇章省略衔接手段的教学分级提出了我们的建议。关键词：篇章省略衔接手段汉语二语教学对比分析偏误分析习得顺序ABSTRACTAsadiscoursecohesivedevice,omissionhasattractedmoreandmoreattentionintheacademiccircles.Afterreviewingpreviousstudiesonomissionontologybothathomeandabroad,wedefinedthescopeofomissionasadiscoursecohesivedeviceandfurtherclassifiedit.TwobidirectionalparallelcorporaofChineseandEnglishwith300,000wordswereusedinourdescriptionandanalysisofomissionasadiscoursecohesivedeviceinChineseandEnglishdiscourseandweobtained12basicformsofomission.WethencomparedtheuseofdifferentformsofomissionasadiscoursecohesivedeviceinthetwodirectionalparallelcorporaofChineseandEnglishwith150,000wordsforeach,andrevealedthesimilaritiesanddifferencesintheuseofomissionasadiscoursecohesivedeviceinChineseandEnglishdiscourses.Basedonourfindings,wepredictedthatcertainerrorsmaybecommittedbyoverseasstudentswithEnglishastheirL1intheiracquisitionofomissionasadiscoursecohesivedeviceinChinese.Aninterlanguagecorpuswasalsousedwhenweinspectedsystematicallytheuseofthe12formsofomissionasacohesivedevicebyoverseasstudentswithEnglishastheirL1intheirinterlanguage.Throughanalyzingtheircorrectuseofomission,wewereabletofindthelongitudinaldevelopmentcharacteristicsintheiracquisitionofomissionasacohesivedeviceinChinese.Analysisoftheerrorstheycommittedwascarriedouttotestifyourerrorpredictionobtainedthroughcomparativeanalysis.Possiblecausesoftheerrorswerediscussedinthefollowingaspects:interlingualtransfer,intralingualtransferandcognit