“A”、“很A”、“A点儿（些）”作状语主观性分析及留学生习得情况调查

发布时间：2018-03-12 07:08

本文选题：主观性　切入点：状位　出处：《北京语言大学》2009年硕士论文　论文类型：学位论文

【摘要】： 随着功能语言学、语用学、认知语法的兴起,语言的主观性问题引起人们的关注。近些年来汉语的主观性研究取得了不少成果。但研究者较少从留学生习得主观性表达方式的角度来研究。本文试图从在语义功能及主观性程度上有差异的状位“A”、“很A”、“A点儿/些”三种形式着手,分析三种形式的语义功能及主观性程度差异,并通过实验探讨留学生对于三种形式的习得特点。文章主要包括四个方面的内容: 一、基于现代汉语语料库的状位“A”、“很A”、“A点儿/些”的统计分析,包括对进入三种形式的形容词的统计分析,状位三种形式语义功能分布及主观性程度的统计分析。二、对状位“A”、“很A”、“A点儿/些”的主观性分析,总结得出:“很A”主观性最弱,“A”的主观性较强,但相对于同样主观性较强的“A点儿/些”,其主观性表达功能比较多样。三、对状位“A”、“很A”、“A点儿/些”的语义功能分析,分析得出:状位“A”的主要语义功能是:a.描述动作的状态或方式。b.表达说话人的主观情感。c.描述动作的“量”(客观量、主观量)。状位“很A”的主要语义功能是:叙述动作的“量”性特征。状位“A点儿/些”的主要语义功能是:表达说话人命令、劝告、建议等主观态度及情感。四、实验研究主要考察留学生对状位三种形式的习得情况、留学生对状位“A”的两种语义功能的习得情况以及在状位“A”描述动作状态或方式的功能上,留学生对不同语义特征的状位形容词的习得情况。结果发现:1)留学生对状位“A”、“很A”、“A点儿/些”的习得存在差异,状位“A”的习得情况最差,而留学生习得状位“很A”与状位“A点儿/些”的情况相对较好。2)状位“A”两种类型的习得难度有差异。相对于描述动作“量”的功能,描述动作状态或方式的功能更难习得。3)在状位“A”描述动作状态或方式的功能上,留学生对于“非量度类”形容词的习得要好于“量度类”形容词。根据本文的研究结果,我们对留学生习得汉语主观性结构的特点进行了探讨,以期对对外汉语教学有所指导。
[Abstract]:With the rise of functional linguistics, pragmatics and cognitive grammar, The subjectivity of language has attracted people's attention. In recent years, many achievements have been made in the study of subjectivity in Chinese. However, researchers seldom study it from the perspective of the acquisition of subjective expressions by foreign students. "A", "very A", "A spot / bit", which have different degrees of function and subjectivity. This paper analyzes the differences of semantic function and subjectivity of the three forms, and probes into the acquisition characteristics of the three forms by means of experiments. The article mainly includes four aspects:. First, based on the statistical analysis of "A", "very A" and "A dots / some" of the modern Chinese corpus, including the statistical analysis of adjectives entering into three forms, the distribution of semantic functions and the degree of subjectivity of the three forms of morphology. Secondly, through the subjective analysis of "A", "very A" and "A spot / some", it is concluded that the subjectivity of "very A" is the weakest and the subjectivity of "A" is stronger, but compared with "A point / some", which is also strong in subjectivity, its subjective expression functions are quite diverse. Thirdly, by analyzing the semantic functions of "A", "very A" and "A dots / some", it is concluded that the main semantic function of character "A" is: the main semantic function of "A" is to describe the state or manner of action. B. B. to express the subjective feelings of the speaker. C. to describe the "quantity" of the action (objective quantity, objective quantity). The main semantic functions of "very A" are: the "quantitative" characteristics of the narrative action, and the main semantic functions of the "A dots / some" of the morphological position are: expressing the subjective attitude and emotion of the speaker's command, advice, suggestion, etc. Fourth, the experimental study mainly examines the acquisition of the three forms of foreign students' status, the acquisition of the two semantic functions of the morphological "A" and the functions of the "A" in describing the state or mode of action. Foreign students' acquisition of adjectives with different semantic features. The results showed that there were differences in the acquisition of "A", "very A" and "A dots / some" among foreign students, and the acquisition of "A" in character "A" was the worst. However, the acquisition of "very A" and "A dots / more" in foreign students is relatively better. 2) there are differences in the acquisition difficulty between the two types of "A" in the shape position, and the function of describing the "quantity" of the action is different from the function of describing the action "quantity". It is more difficult to learn the function of describing the action state or mode. 3) in the function of describing the action state or mode in the "A", the acquisition of the "non-metric" adjective is better than that of the "measuring" adjective. Based on the results of this study, we discuss the characteristics of the subjective structure of the acquisition of Chinese by foreign students in order to guide the teaching of Chinese as a foreign language.
【学位授予单位】：北京语言大学
【学位级别】：硕士
【学位授予年份】：2009
【分类号】：H146

【引证文献】