汉语趋向补语在蒙古语中的对应方法

发布时间：2018-03-09 11:42

本文选题：汉语趋向补语　切入点：宾语位置　出处：《武汉大学》2011年博士论文　论文类型：学位论文

【摘要】：在对外汉语教学中,补语达八类之多,形式各异,用法复杂,且补语在教材中出现的频率很高,补语的可能形式、否定形式都是令外国留学生感到头疼的问题,同时也是第二语言习得研究领域比较关注的一个热点。趋向补语在汉语中是一种相对复杂的语法现象,而蒙古语中却没有补语。学习和掌握趋向补语,是蒙古学生汉语学习的重要内容,也是他们学好汉语的重要基础知识。因此,研究蒙古学生学习汉语补语,尤其是趋向补语的习得,对蒙古汉语理论研究及趋向补语的教学都有所帮助。本文在前人研究语言事实的验证和描写性分析的基础上,对汉语趋向补语与蒙古语的相应结构进行了较为系统的研究。首先,着重对趋向补语分类及趋向补语所表示的趋向意义进行了对比；其次,分析描写汉语趋向补语在蒙古语中的对应形式；最后,对蒙古学生学习汉语趋向补语的偏误进行分析。本文共分五部分。各章主要内容如下：第一章,主要介绍了本文的研究缘由、范围及方法,前人相关研究成果以及本文的研究思路和价值并对不同领域涉及到的趋向补语的研究进行了总结。第二章,本人概述了趋向补语的立足点和分类。我们根据从上述(?)者们的研究发现趋向动词的性质大部分跟它表示的意义有关。至今还没确定好动词后的趋向动词怎么界定,所以本人对动词后趋向成分不做定性划分,只对趋向补语进行语义分类,这样对蒙古学生学习汉语趋向补语及它的引申意义有好处。诸多学者对趋向补语进行分类,本文支持朱德熙先生的划分,并运用“路径”图景模式对24个趋向补语的语义进行了分析。第三章,本文对趋向补语带宾语的语法位置进行了梳理。趋向补语在形式上是十分复杂的,有简单趋向补语、复合趋向补语之分,复合趋向补语带宾语又有多种位置关系。我们研究汉语简单趋向补语及复合趋向补语在句中带不同性质的宾语时出现的语法位置,并描写了制约宾语位置的因素。具体如下： (1)趋向补语是简单还是复合形式的 (2)趋向补语表示的意义是基本义还是引申义的 (3)趋向补语所带的宾语是处所词还是定指或不定指的 (4)动作表示已然还是未然的。第四章,根据在上述三章研究知识基础上对汉蒙语两种语言进行了对比分析,而且讨论在蒙古语中汉语趋向补语的对应表达方法。此部分突出点是在观察和描写汉语与蒙古语趋向动词的形式和意义异同性的基础上在蒙古语中对应的汉语趋向补语该如何表达。汉语和蒙古语都有趋向动词,也都有引申意义,但汉语趋向补语表达的意义,在蒙古语中与趋向动词并不完全对应,而采用其他表达方式。有时不必把趋向补语翻译出来,而是根据其具体的意义译出主要动词即可。第五章,蒙古学生学习汉语趋向补语的偏误分析。各类补语是蒙古学生学习汉语过程中偏误率比较高的难点之一,其中趋向补语和宾语并存时的语序问题更为突出。因此,本人试图在前人研究成果的基础上,依据比较语言学的理论和方法在汉语趋向补语结构和语义两方面进行研究,并通过调查试卷对蒙古学生学习趋向补语的过程及偏误进行分析并描写偏误分析的原因。本人设计了汉语趋向补语的问卷,在蒙古国立大学和“奥特跟天”私立大学中文系的二年级至四年级的89名学生进行调查。调查结果发现,母语能够产生正迁移的基本趋向意义和引申趋向意义习得情况较好,但是在母语里没有对应的结果意义习得情况不太理想的,被调查学生们的正确率仍然不高。总的说来,二年级学生对目的语语法规则和体系了解不那么多,常常盲目地依赖自己的母语,而造成的偏误多种。三年级学生的汉语语法体系知识开始逐渐完善,学生对母语也逐渐有了比较客观的认识,大多数学生能选择了正确答案。四年级学生的汉语语法规则的知识是全面提升的。大多数学生的考察项目的正确率都有大幅提高的形式。根据调查分析了蒙古学生汉语趋向补语偏误产生的原因,在此基础上提出面向蒙古学生的教学建议及试图提出蒙古学生汉语趋向补语的教学对策。
[Abstract]:In foreign language teaching, the complement of up to eight categories of many different forms, and the usage of complex, complement in the textbooks of high frequency, may form the complement, the negative form is to make foreign students feel headache, is also a hot research field of second language acquisition is concerned.
The directional complement is a relatively complex grammatical phenomenon in Chinese, Mongolian and without complement. Learn and master the directionalcomplement, Mongolia is an important part of students learning Chinese is also important, they learn the basic knowledge of Chinese language. Therefore, the research of Mongolia students learning Chinese complement, especially complement acquisition, help the Mongolia Chinese tend to complement the theoretical research and teaching.
This paper verified in previous study of language facts and descriptions on the basis of the analysis, the corresponding structure of directional complement in Chinese and Mongolian were studied. Firstly, compared emphatically to complement the classification and complement that trend significance; secondly, analysis and description of the Chinese tend to complement the corresponding form in Mongolian finally, in Mongolia; students studying Chinese Directional complement errors were analyzed.
This article is divided into five parts. The main contents of each chapter are as follows:
The first chapter mainly introduces the reasons, the scope and the method, the previous research results and the research ideas and values of this paper, and summarizes the research on Directional Complements in different fields.
The second chapter, I summarized and based on directional complement. We classified according to the (?) the researchers found that the properties of directional verbs with the meaning of most of it. Not yet determined how to define the directional verbs after the verb, so I tend to do after the verb composition classification, only to complement the semantic classification, such as directional complement and its extended meaning is good for Mongolia students. Many scholars classify directionalcomplement, this paper divided in support of Mr Zhu Dexi, and the use of "path" view model to analyze the 24 complement semantics.
The third chapter, the paper summarizes the complement with the object syntax position. The directional complement is very complicated in form, a simple directional complement, compound directionalcomplements points, compound directionalcomplements object and a variety of location. We study Chinese simple complement and compound directionalcomplements with different nature in the object of the sentence grammar position, and describes the factors restricting the object position as follows:
(1) the trend of complement is simple or complex
(2) the meaning of the tending to complement is the basic or the extended meaning.
(3) the object of a tending to a complement is a locative word or an indefinite or indefinite word.
(4) whether the action is still or not.
The fourth chapter in the three chapter according to the research of knowledge based on the contrastive analysis of Chinese and Mongolian two languages, and discuss the corresponding expression in Mongolian Chinese directionalcomplement method. This part is the basis of outstanding Chinese and Mongolian verbs describing the form and meaning of the similarities and differences in the observation and the corresponding in Mongolian the Chinese tend to complement the expression. Chinese and Mongolian have directional verbs also have extended meaning, but the Chinese tend to complement the expression significance in Mongolian language and directional verb is not the same, but with other expressions. Sometimes do not have to complement the translation, but according to the specific meaning of translation the main verb can be.
The fifth chapter, Mongolia students learning Chinese tend to complement the error analysis. All kinds of complement is Mongolia students learning Chinese in the process of error rate of difficulty is relatively high, the word order of the complement of direction and object when there is more prominent. Therefore, I try on the basis of previous research results, based on the theories and methods of comparative linguistics in the two aspects of Chinese Directional complement structure and semantic research, and the Mongolia students' learning process complement and error analysis and description of the reason of error analysis through the investigation papers.
I designed the Chinese tend to complement the questionnaire in Mongolia National University and private university with otter days "Chinese Department of the second grade to the fourth grade 89 students were surveyed. The survey found that native speakers can produce positive transfer of basic trend of the meaning and extended meaning acquisition trend is better, but in the language has no corresponding the significance of the acquisition is not ideal, is the correct rate of students is still not high. In general, the second grade students' understanding of the target language grammar rules and the system is not so much, often blindly rely on their native language, a variety of errors caused by the system of Chinese grammar knowledge. The third grade students start the tongue also gradually improved, students gradually have a more objective understanding, most of the students can select the correct answer. Chinese grammar rules of the fourth grade student's knowledge is the most comprehensive improvement. The accuracy of the students' inspection projects has been greatly improved.
Based on the investigation and analysis of the reasons for the errors of Chinese students' Directional Complements in Mongolia, this paper puts forward teaching suggestions for Mongolia students and tries to put forward the Teaching Countermeasures of Mongolia students' Chinese Directional Complements.

【学位授予单位】：武汉大学
【学位级别】：博士
【学位授予年份】：2011
【分类号】：H193

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