Word Order Typology and the Acquisition of Chinese “Verb + Resultative” Compound Verbs: Insights from Brain Science and Learner Corpora,
Word Order Typology and the Acquisition of Chinese “Verb + Resultative” Compound Verbs: Insights from Brain Science and Learner Corpora,
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词序类型学和汉语“动词+结果”复合动词的习得：来自脑科学和学习者语料库的见解，
DOI：
10.1007/978-981-19-5731-4_15
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发表时间：
2023
期刊：
影响因子：
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通讯作者：
Keiko Mochizuki
中科院分区：
文献类型：
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作者：
Haining Cui;Hyeonjeong Jeong;Yoshihiro Mochizuki;Keiko Mochizuki
本章将重点研究汉语动补式结果复合动词的习得。虽然日语也有丰富的复合动词系统，但汉语结果复合动词是日语母语者最难理解的形式之一。这一现象在一语中日学习者语料库中得到了观察。中国人学习日语复合动词的困难主要表现在不使用而非误用。针对这些二语习得困难，本文从脑科学和学习者语料库研究的角度阐述了语序类型对二语习得的影响，并提出了基于学习者母语的汉语教学法。
This chapter will focus on the acquisition of Chinese “Verb + Complement” resultative compound verbs. Chinese resultative compound verbs are among the most difficult forms for Japanese first language (L1) speakers, although Japanese also has a rich system of compound verbs. This phenomenon is observed in the L1 Chinese Japanese learner corpus. It is difficult for Chinese L1 speakers to learn Japanese compound verbs; non-use is observed rather than misuse. In light of these L2 acquisition difficulties, we present how word order typology affects second language (L2) acquisition in the fields of brain science and learner corpus research and propose Chinese pedagogy based on learners’ L1.