“别说”句式及其习得状况研究
发布时间:2018-04-20 16:38
本文选题:别说 + 连词 ; 参考:《陕西师范大学》2012年硕士论文
【摘要】:在现代汉语中“别说”一词,主要具有三种语义类型,即表示禁止言说义的别说1;做连词使用,连接复句的别说2;以及表示话语标记的别说3。在语言的实际使用中,这三种类型的别说都比较常见。在对外汉语教学中,主要侧重于教授留学生掌握作为连词的别说2,但是,经过笔者的调查,发现众多语法书以及对外汉语教材对连词别说2的语义讲解上存在较大差异,有的甚至模棱两可。如此一来,不管是对教汉语的老师来说,还是对学习汉语的留学生来说理解起来都比较有难度,本文即基于这样的教学和语法现状来展开调查和讨论。 本文主要研究了“别说”一词的语义类型、语义分布及其特征和语用功能等问题,重点考察了“别说”一词的三种基本语义及其演变过程和分布情况,主要讨论了作为连词的别说2和作为话语标记的别说3在具体使用过程中的语义和语法特征。在汉语搭配标记理论及其语言研究中的大三角理论的支撑下,借助北京大学现代汉语和古代汉语语料库,HSK动态作文语料库,以及《发展汉语》整套教材中的语料,分析了连词别说2的常用搭配类型和语义特征;并对话语标记别说3的常用模式进行了归类。 在此基础上,结合笔者对外汉语教学的实践,考察了留学生在学习过程中对连词别说2的习得状况,并提出具有实际操作性的教学方法。 第一章主要介绍了本文提出的背景,对这一题目的研究现状进行了汇总和说明,同时提出本文研究的理论依据和现实意义,介绍了文章的研究方法和语料来源。 第二章重点探讨了“别说”的语义分布情况和语义特征的类型,对表示禁止义的别说1和做连词的别说2,以及作为话语标记的别说3的使用情况进行了调查,并通过语料库的分析得以量化的方式呈现出来。 第三章从语言学的大三角理论出发,对“别说”三种语义的来源及其演变过程进行了考察,同时得出“别说”一词三种语义产生的时间及其语法化过程的语义演变图。 第四章主要讨论了做为连词的别说2的语义特征及其搭配情况。 第五章主要分析了作为话语标记的别说3的话语模式,及其语篇衔接功能的具体体现。 第六章根据对留学生习得情况的调查,结合笔者从事汉语教学的实践提出较为有效的教授“别说”一词的方法,具有较强的现实意义。
[Abstract]:In modern Chinese, the word "don't say" mainly has three kinds of semantic types, that is, don't say 1, use conjunctions, connect complex sentences, and say 3. In the actual use of language, these three types of don't say is more common. In the teaching of Chinese as a foreign language, it is mainly focused on teaching foreign students how to master the conjunctions. However, through the author's investigation, it is found that there are great differences in the semantic interpretation of conjunctions in many grammar books and textbooks for teaching Chinese as a foreign language. Some are even ambiguous. In this way, it is difficult for both the teachers who teach Chinese and the students studying Chinese to understand it. This paper is based on the present situation of teaching and grammar to investigate and discuss. This paper mainly studies the semantic types, semantic distribution and its characteristics and pragmatic functions of the word "don't say", and focuses on the three basic semantics of the word "don't say" and its evolution process and distribution. This paper mainly discusses the semantic and grammatical features in the process of using the conjunction 2 and the discourse marker 3. Supported by the large triangle theory of Chinese collocation marker theory and its language research, the dynamic composition corpus of HSK and the corpus of HSK dynamic composition in the modern and ancient Chinese corpus of Peking University, as well as the corpus of the whole set of textbooks of developing Chinese, are used. This paper analyzes the common collocation types and semantic features of conjunction 2, and classifies the common pattern of discourse marker Be-say 3. On this basis, combined with the practice of teaching Chinese as a foreign language, this paper investigates the acquisition of conjunctions by foreign students in the process of learning, and puts forward practical teaching methods. The first chapter mainly introduces the background of this paper, summarizes and explains the present situation of the research on this topic, at the same time puts forward the theoretical basis and practical significance of this study, and introduces the research methods and the source of the corpus. The second chapter focuses on the semantic distribution of "don't say" and the types of semantic features, and investigates the use of "don't say 1" and "don't say 2" as a discourse marker, as well as the use of "don't say 3" as a discourse marker. And through the corpus analysis to quantify the way presented. In the third chapter, the origin and evolution of the three semantics of "don't say" and the semantic evolution of the three semantics of "don't say" and the grammaticalization process of "don't say" are studied from the point of view of the big triangle theory of linguistics. The fourth chapter mainly discusses the semantic features and collocation of the conjunction. The fifth chapter mainly analyzes the discourse mode of Be-Shuo 3 as a discourse marker, and the concrete embodiment of the cohesive function of the discourse. The sixth chapter, based on the investigation of the acquisition of foreign students and the author's practice in Chinese teaching, puts forward a more effective method of teaching the word "Don't say", which is of great practical significance.
【学位授予单位】:陕西师范大学
【学位级别】:硕士
【学位授予年份】:2012
【分类号】:H146
【引证文献】
相关博士学位论文 前1条
1 周莉;现代汉语“别说”的语义、功能研究[D];吉林大学;2012年
,本文编号:1778609
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