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Computational Linguistics and Chinese Language Processing
Vol. 20, No. 1, June 2015, pp. 79-96 79
 The Association for Computational Linguistics and Chinese Language Processing

^1

The Error Analysis of Le

Based on Chinese Learner Written Corpus

,

Tzu-Yun Tung, Howard Hao-Jan Chen and Hui-Mei Yang

A2B1
1 A2B1
1 2 2
A2B1 1 3
2 1+2
1999
2 1

(^1) (MOST 104-2911-I-003-301), 10610 162 Department of English, National Taiwan Normal University, No. 162, Sec. 1, He-ping E. Rd., Taipei, Taiwan R.O.C. 10610 E-mail: {60021031L, hjchen}@ntnu.edu.tw; [email protected] The author for correspondence is Howard Hao-Jan Chen.

80
Abstract
The function word le in Chinese serves as both a sentence final particle (le1) and
an aspect marker (le2). As an aspect marker indicating the completion of action, le
has been observed to be frequently misused by learners of Chinese, among which
the overgeneralization of le a past-tense marker is the most glaring. Based on
NTNU Chinese learners written corpus, we analyzed the usage and the error
types of le made by English-speaking learners at the beginning (A2) and the
intermediate level (B1).The results show that both A2 and B1 learners acquire le 2
before le1, and in terms of error analyses, le1 is the most commonly spotted error
type and there is a large number of redundancy of the use of le2 and le(1+2).
Therefore, in a similar vein with Teng (1999), this current study sides with the
proposition that the use of le2 along with its associated sentence patterns should be
taught prior to that of le1. Pedagogical implication as well as the suggestion of the
editing of CFL textbooks are also provided.
Keywords: le, Error Analysis, Chinese Learner Written Corpus, Chinese
Teaching

1.

A2B1
B2C1TOCFL^2
A2B1B2C1A
B1

(^2) TOCFL 2003 12

81

2.

2.1

(1) (2)
(3) 1980
1 2 1+2 1
2 1+2
1980
(1)(2) 2 (3) (4)
2 1+2(5) 2 (6) 2
(1998) 1 2
(1988) 1
(2002)
(1988) 1
(1980)(1998) 1
1

Chang, 1986Chu, 1999, 2003 1 1 1 1 2 , 1999 2

1 2 1999 1 1 2008 1 1 1 1 2008

82
1
1 1 2
, 1999 2008 2
2
(1995)(2014)(2010)

Li & Thompson (1981)(bounded event) (2014)+/+ 1 2 (2010) 1 (viewpoint) ++ 1

1.
1 2 1+
(1980)
(1998)
(1999)
(2008)
(2014)
(2010)
83

2.2

1999 Chinese interlanguage corpus 9 919 82.7% 20 9

1980 1999 1 2 2 2 2 2

2007

2009 HSK

2010 2009 2010

1993 90 12 2 1 1 2 1999 2 1 2 1 2 1

84

3.

3.1

2006 ^3
2006 2010 TOCFL
2006 2010
1
CEFR
1.
2006 2010 TOCFL
, 2013CEFR
CEFRA2B1B2C1
A2B1A
B1

(^3) -TOCFLhttp://kitty.2y.idv.tw/~hjchen/cwrite/mainp.cgi -MTChttp://kitty.2y.idv.tw/~hjchen/cwrite-mtc/main.cgi

85

3.2

CEFRA2B1
385 797
2
CEFR
2.

4.

A2A2 385 liao 15 370 38 10.3% 1 2 1+2A2 1 177 2 114 1+2 79 1 13.0% 2 9.6%1+2 5.1 % 2

2. A2
1 23 13.0% 154 87.0% 177
2 11 9.6% 103 90.4% 114

1+2 (^) 4 5.1% 75 94.9% 79 38 10.3% 332 89.7% 370

86

B1B1 797 liao 34 763 136 17.8% A2 1999 82.7% 1 2 1+2B1 1 402 2 242 1+2 119 1 23.6%1+2 2 13.4%10.3% 3

3. B1
1 95 23.6% 307 76.4% 402
2 25 10.3% 217 89.7% 242

1+2 (^) 16 13.4% 103 86.6% 119 136 17.8% 627 82.2% 763 1980 A2B1 4

4. A2B1
A2 B1
  1. (^) (13.5%) 23/170 (20.7%) 76/
  2. (^2) (10.9%) 7/64 13/100 (13%)
  3. (^2) (0%) 0/6 (0%) 0/
  4. 2 1+2 (^) (6.9%) 7/102 (18.1%) 37/
  5. (^2) (0%) 0/21 (14.5%) 9/
  6. (^2) (14.3%) 1/7 (7.1%) 1/ (^) (10.3%) 38/370 (17.8%) 136/
87
4 A2 170 102
2 1+2 2 64
2 21
13.5%10.9%
B1 367 204
2 1+2 2 100
2 62
20.7%18.1%
A2B1 1 2
1999 1999 2
1 1
2 ^
1 2 1+2
A2B1
A2

4.1 A2 1

A2 1 23 3
1. 1 2. 3. 1
4.1.1 1 9
(1) *
2007 1
1
1 1
1997
81%50%16%
88
4.1.2 2
(2)*
2007
1 2
4.1.3 1 7
(3)*
(4)*
1 3
1 1
1 , 1996, 2009, 2010 2007
1 4
1

4.2 A2 2

A2 2 2
4.2.1 2 7
(5)*
89
5
+ 2
4.2.2 1 3
(6)*
6 1
2

4.3 A21+2

A21+2A2 2 7
(7)*
1+2

4.4 B1 1

B1 1 4
1. 1 2. 3. 1 4.
4.4.1 1 43
(8)*
2007 8
1
90
4.4.2 2
(9)*
2007
9 1
4.4.3 1 40
(10)*
(11)*
(12)*
(13) *
1 , 1996, 1997, 2009, 2010^10
1
11 1
1
1 , 2008
1999 1 12 1
2008 1
1
91
2007
1 13
1
4.4.4 5
(14)*
14 2007
++

4.5 B1 2 1+2

B1 2 1+2 2 24
1+2 13
(15)*
(16)*
(17)*
15 2
16 2
2
2
1999 2 2008
2 17
2 ^
92
(18)*
(19)*
(20)*
18 1+2
19 1+2
1+2
1+2 2
1 2 , 1999, 1999
2008 1 2 20
A2B1
5
5. A2B1
A2 B1

1 1. 1 (^) 9 43

  1. 2 2

3. 1 (^) 7 40

  1. 0 5

2 1. 2 (^) 10 24

  1. 1 3 0

1+2 1.1+2 (^) 2 13

93
A2B1 1 1
1
B1 1
2 1+2A2B1
2 1+2

5.

TOCFLA2B1
A2B1A2
89.7%B182.2% 1999
82.7%
A2B1 1
2 1+2A2 1
2 1+2B1 1
1+2 2
1 2 1+2
1980 1999
A2 1
1 2
2 2 2
1 2 B1
2
1 1 2
A2 B1
B2C1
94

Chang, W. V. (1986). The particle LE in Chinese narrative discourse. Gainesville, FL:University of Florida doctoral dissertation. Chu, C. C. (1999). Discourse Grammar of Mandarin Chinese. New York:Peter Lang Publishing. (1993) [Kong, L.-d. (1993). iscussion of Childrens Development of Le Construction and Relevant Issues. The Symposium of The Third National Conference on Linguistics. Beijing: Language & Culture Press.] (2007)5(1) 47-51[Wang, M., & Zhang, Y.-r. (2007). An Analysis of the Errors in the Sentences with “Le” Made by Russian Students. Journal of Yunnan Normal University. 5 (1), 47-51.] (1996)[Li, D.-z. (1996). Anaylysis of Mistakes of Foreign Learners in Chinese Grammar. Beijing: Beijing Language and Culture University Press.] (1980)[Lu, S.-x. (1980). Xiand AI Hanyu BaBai Ci (Revised Version). Beijing: The Commercial Press.] (2009)HSK 1 138 [Xiao, J., & Wang, H.-l. (2009). The Error Analysis of Le Used by English StudentsBased on HSK Dynamic Composition Corpus. Art and Literature for the Masses, 1, 138.] (1999)[Qu, C.-x. (1999). A Cognitive-Functional grammar of Mandarin Chinese. Taipei: Crane Publishing Co., Ltd.] (2003) [Qu, C.-x. (2003). Functional-Discourse Grammar and its Application on Chinese Teaching. Exploration of Chinese Teaching Grammar. Beijing: China Social Science Press.] (2010) 11 136-139 [Sun, H.-p. (2010). The Error Analysis of the Particle Le Used by Japanese Students. Modern Chinese. 11, 136-139.]

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(2008) [Chen, J.-g. (2008). Contrastive analysis and its applications in language pedagogy. Taipei: CranePublishingCo.,Ltd.] (2013)TOCFL 141-152 (2004)HSK [Zhang, B.-l., Cui, X.-l., & Ren, J. (2004). The Construction Concept of HSK Dynamic Composition Corpus. The Symposium of The Third National Conference on Language Application.] (1999) 93 51-54[Tang ,T.-c. (1999). The Meaning and Usage of Chinese Particle Le. The World of Chinese Language. 93, 51-54.] (1997) 2 112-124 [Zhao, L.-j. (1997). Observation and Analysis of Foreign Students Acquisition of Le. Language Teaching and Linguistic Studies. 2, 112-124.] (1999)Acquisition of LE in L2 Chinese 1 56-64[Teng, S.-h. (1999). Acquisition of LE in L2 Chinese. Chinese Teaching In The World. 1, 56-64.]

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