汉语和泰语个体量词对比研究

发布时间：2018-06-14 20:58

本文选题：个体量词 + 汉语和泰语对比　；参考：《北京语言大学》2009年博士论文

【摘要】：量词一般分为名量词和动量词两类。名量词又分为个体量词和非个体量词(指度量衡量词、临时量词、不定量词等)。非个体量词是世界各语言共有的,而个体量词才是汉藏语系中特有的语言现象之一。近几十年来,随着语言类型学、认知语言学理论的兴起,以及语法化理论等研究理论的深入,个体量词特有的研究价值逐渐显现出来,成为研究的热点之一。汉语和泰语都属于汉藏语系量词丰富的语言,运用语言学相关理论来研究两种语言个体量词的共性和个性特征,有助于进一步了解个体量词的本质特征,对量词教学也有一定的参考价值。本论文从汉语和泰语个体量词的基本功能对比入手,考察汉、泰语个体量词在来源、分类和句法功能等方面的共性与个性特征。借助认知语言学理论来探讨量词的语义范畴与民族思维和认知方式的关系,考察两种语言个体量词的语法化过程,最后通过《汉语中介语语料库系统》和问卷调查,来考察泰国学生学习汉语个体量词的偏误情况,并借助第二语言习得的相关理论来揭示造成偏误的原因,针对泰国学生量词教学提出几点行之有效的教学对策。本论文的主要工作(创新点)归纳为以下五个方面: (1)开阔汉、泰语量词对比研究的新思路。本论文从共时和历时角度,运用认知语言学理论,对汉、泰语个体量词进行动态研究。尽量发掘出单一语言研究观察不到的新问题,并进一步认识到个体量词的本质特征。 (2)从共时和历时的角度出发,根据语源资料,考察了泰语特有的“拷贝型量词”的形成及发展过程。证明了“拷贝型量词”不是泰语系统中的原始形式,而是有了通用量词之后才逐渐发展起来的。 (3)借助认知语言学的“原型理论”和“隐喻、转喻理论”来揭示泰语和汉语个体量词语义范畴的发展过程,以及所反映的民族思维与认知方式。 (4)借助认知语言学的“有界”、“无界”理论来揭示汉语和泰语个体量词语法化的历程,以及最终演变为助词的路径和动因。 (5)通过《汉语中介语语料库系统》和问卷调查,考察泰国学生学习汉语个体量词的偏误情况(分别为:语义、认知、语法三大类偏误),并借助第二语言习得的相关理论来揭示产生偏误的原因。同时提醒对外汉语教师注意学生可能出现的偏误,并提出了几点效的有关量词的教学对策。
[Abstract]:Quantifiers are generally classified into two categories: nominal-classifier and verb-classifier. Noun classifiers are divided into individual classifiers and non-individual classifiers (I. e., weighing and measuring words, temporary quantifiers, indefinite quantifiers and so on). Non-individual quantifiers are common to all languages in the world, and individual quantifiers are one of the unique linguistic phenomena in Chinese and Tibetan languages. In recent decades, with the development of linguistic typology, cognitive linguistics theory and grammaticalization theory, the research value of individual quantifier has gradually emerged, and has become one of the research hotspots. Both Chinese and Thai belong to the rich language of Chinese and Tibetan classifiers. It is helpful to further understand the essential characteristics of individual classifiers to study the commonness and individual characteristics of individual classifiers in the two languages by using the relevant linguistic theories. Also has certain reference value to the quantifier teaching. Starting with the comparison of the basic functions of individual quantifiers in Chinese and Thai, this paper investigates the commonness and individuality of individual quantifiers in Chinese and Thai in terms of source, classification and syntactic functions. With the help of cognitive linguistics theory, this paper probes into the relationship between the semantic category of quantifiers, national thinking and cognitive style, investigates the grammaticalization process of individual quantifiers in the two languages, and finally makes use of the Chinese Interlanguage Corpus system and the questionnaire survey. To investigate the errors of Thai students in learning Chinese individual classifiers, and with the help of the relevant theories of second language acquisition, to reveal the causes of errors, and to put forward some effective teaching countermeasures for Thai students' classifier teaching. The main work of this thesis is summarized as follows: 1) A new way of contrastive study of Chinese and Thai quantifiers. From synchronic and diachronic perspectives, this thesis makes a dynamic study of individual quantifiers in Chinese and Thai by means of cognitive linguistics. We try to find out some new problems which can not be observed in the study of single language, and further recognize the essential characteristics of individual quantifiers. (2) from the perspective of synchronic and diachronic, according to the etymological data, This paper examines the formation and development process of "copy quantifiers", which is unique to Thai. It is proved that "copy quantifier" is not the original form in the Thai language system, but developed gradually after the existence of universal quantifiers. Metonymy theory "to reveal the development process of semantic category of individual classifiers in Thai and Chinese, as well as the reflection of national thinking and cognitive style. 4) with the help of the" bounded "of cognitive linguistics. The theory of "unbounded" reveals the process of grammaticalization of individual quantifiers in Chinese and Thai, and the path and motivation of their evolution into auxiliary words. This paper investigates the errors of individual quantifiers in Thai students (semantic, cognitive and grammatical), and reveals the causes of errors with the help of the relevant theories of second language acquisition. At the same time, it reminds teachers of Chinese as a foreign language to pay attention to students' possible errors, and puts forward some effective teaching countermeasures about quantifiers.
【学位授予单位】：北京语言大学
【学位级别】：博士
【学位授予年份】：2009
【分类号】：H146

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