汉语可逆句对外教学探析

发布时间：2018-01-28 06:52

本文关键词： 可逆句主题-背景二语习得顺序　出处：《曲阜师范大学》2012年硕士论文　论文类型：学位论文

【摘要】：现代汉语中存在一类特殊的句式即可逆句，形式上的主宾换位对整个句子传达的意义不会产生很大影响，可以说基本意义保持不变，这在汉语中是一个很奇怪的现象，因为汉语是特别注重语序的，而且语序是用来改变语法意义的一种很重要的形式。这类特殊的句式也早已引起很多语言专家的注意，他们对其所包含句子的类型和意义，形成的原因等从各种角度进行了探讨，此外，新型语言理论，例如认知语言学等也被用来解释可逆句，并取得了一定的成果。本文对各家的观点进行了总结，尤其是可逆句包含的句式类型和句式意义，并从认知语言的角度找出其中内在的联系，即在整体上掌握可逆句发展的轨迹，以便在对外汉语教学中找到最好的习得顺序，帮助实际的教学活动的顺利开展。在第二语言习得中，我们最为注重的是一种句式如何以学习者最容易接受的方式得到传授，而可逆句虽然表面上看似无序可循，实际上在语境设置，观察者角度方面存在类似点，同时，还展示出人们在习得此句式中，运用了由具象到抽象的认知顺序，拿可逆句式中的动词来说，由单纯描述动作的动词到描绘人类心理状态的动词，这其中必定经历了一个逐渐的认识和感悟过程，而且这些动词在一定程度上决定了句子可逆。在认知语言中，情景设置和观察者的角度是考虑的重点。认知是对大脑处理各种外来信息的概括，但外来信息的输入角度度决定了大脑处理方式的选择，所以对同一场景来说，我们观察的角度，决定了句子的输出。可是，如果某一场景展现的状态，对观察者而言，是混合的，难以区分的，甚至成为一个难解的整体，那么最可能的结果就是无论角度如何转换，，输出的句子的表达意义都是相似的。可逆句正体现了以上的解释。本文分为六章：第一章：现状研究综述。主要从可逆句的定义，结构，分类，表达意义，形成原因方面进行综述。包括阶段研究概括和单独针对可逆句分类，表达意义和成因的研究总结。第二章简述本文的选题，研究思路和方法。第三章：可逆句。主要描述其定义，句型，相应意义。同时从认知语言学角度—图形背景理论对其内在联系进行分析，同时试论其形成原因，第四章：可逆句与主题—背景理论。第五章：可逆句与二语习得理论。主要从第二语言习得顺序进行讨论，首先得出在教学活动中可逆句型的教学顺序--按照由易到难的方式。第六章：可逆句的对外汉语教学。
[Abstract]:In modern Chinese, there is a special kind of sentence that can be reversed, the formal principal and object transposition will not have a great impact on the meaning of the whole sentence, it can be said that the basic meaning remains unchanged. This is a strange phenomenon in Chinese, because Chinese pays special attention to word order, and word order is a very important form used to change grammatical meaning. This kind of special sentence structure has already attracted the attention of many language experts. They have discussed the types and meanings of the sentences they contain, the reasons for their formation, and so on, in addition, the new language theory. For example, cognitive linguistics is also used to explain reversible sentences, and some achievements have been made. This paper summarizes the various viewpoints of reversible sentences, especially the types of sentence types and the meaning of sentence patterns contained in reversible sentences. And from the perspective of cognitive language to find out the internal links, that is, in the overall grasp of the track of the development of reversible sentences, in order to find the best acquisition order in teaching Chinese as a foreign language. Help the actual teaching activities to carry out smoothly. In second language acquisition, what we pay most attention to is how a sentence pattern is taught in a way that learners are most receptive to, while reversible sentences, although seemingly disorderly, are actually set in context. At the same time, it also shows that people use the cognitive order from concrete to abstract in the acquisition of this sentence pattern, taking the verb of reversible sentence for example. From a verb that simply describes an action to a verb that depicts human mental state, it must have gone through a gradual process of cognition and perception, and to a certain extent these verbs determine the reversible sentence. In cognitive language, the perspective of situational setting and observer is the focus of consideration. Cognition is a summary of the brain processing of all kinds of foreign information, but the angle of input of foreign information determines the choice of processing mode of the brain. So for the same scene, the angle of view determines the output of the sentence. However, if the state of a scene is mixed to the observer, it is difficult to distinguish. Even as a whole, the most likely result is that the output sentence is similar in meaning no matter how the angle changes. The reversible sentence reflects the above explanation. This paper is divided into six chapters: The first chapter is a review of the present situation. It mainly summarizes the definition, structure, classification, expression meaning and formation reason of reversible sentence, including the stage research and the classification of reversible sentence. Summary of the study on the meaning and cause of expression. The second chapter briefly describes the topic, research ideas and methods. Chapter three: reversible sentence. It mainly describes its definition, sentence pattern and corresponding meaning. At the same time, it analyzes its internal relations from the perspective of cognitive linguistics-graphic background theory, and tries to discuss the causes of its formation. Chapter 4th: reversible sentences and theme-background theory. Chapter 5th: the theory of reversible sentence and second language acquisition. It is mainly discussed from the order of second language acquisition, and the teaching order of reversible sentence pattern in teaching activity is obtained in the way from easy to difficult. Chapter 6th: the Teaching of reversible sentences as a Foreign language.
【学位授予单位】：曲阜师范大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H195

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