频率副词“屡”与“屡屡”的比较研究及其教学策略

发布时间：2018-06-17 19:26

本文选题：频率副词 + 屡　；参考：《吉林大学》2014年硕士论文

【摘要】：本文从语义特征分析、句法功能差异和语用功能三方面对现代汉语频率副词“屡”和“屡屡”进行了全面的考察和比较研究，并提出了二者在对外汉语教学中的教学策略。（一）“屡”和“屡屡”的语义特征分析首先，从词义比较上，“屡”后选择谓语通常是单音节动词，音节和节奏都很简洁。“屡屡”后谓语选择一般是双音节动词，韵律和节奏感比较强。其次，在度量比较上，“屡”的度量要比“屡屡”更大一些。最后，在时间特征比较上，二者的内部时间特征基本一致。但在外部时间特征比较上，“屡”比较丰富，其内部时间既可以在说话人的发话时间之前，也可以与说话人的发话时间重合。而“屡屡”的外部时间特征比较单一，只能是其内部时间在说话人的发话时间之前。（二）“屡”和“屡屡”的句法功能差异首先，“屡”只能修饰单音节动词，既可以是主动的也可以是被动的，且和主动单音节动词搭配的频率要比和被动单音节动词搭配的频率高，一般用在四字词语中。此外，有时“屡”也可以交叉连用，同时修饰两个单音节动词，用在“屡V屡X”结构中。“屡屡”在一般情况下，后面主要接表主动或被动的双音节动词。有时在其后面可加“地”。其次，“屡”和“屡屡”都可以直接与述宾结构和述补结构搭配，都不能与形容词性成分搭配。再次，“屡屡”与“着”、“了”、“过”搭配的情况极少，而“屡”根本不能与“着”、“了”、“过”搭配。最后，“屡”和“屡屡”都可以用在过去和现在的语句，都不可以用在将来的语句中。“屡”能用在“屡V1不V2/A”常用结构中，而“屡屡”不行。（三）“屡”和“屡屡”的语用功能首先，“屡”的感情色彩是中性，而“屡屡”的感情色彩为贬义。其次，二者语用功能都是对句中事件或行为进行客观描写。最后，“屡”和“屡屡”都能在惯常句和事件句中出现，且出现在惯常句中的频率要高于出现在事件句中的频率。在语体特点上，“屡”和“屡屡”大多出现在大众传播语体和文学艺术语体中，，用在日常谈话语体和科学技术语体中的情况较少，并且都不能在正式演说语体中。“屡”能出现在公文事务语体中，而“屡屡”不能出现在公文事务语体中。（四）“屡”和“屡屡”的教学策略教学策略主要有四方面：第一要加强对比辨析；第二要加强语用教学；第三要加强口语练习；第四要培养语感。同时，在教学中要适当选择频率副词并举，并且要因材施教。
[Abstract]:This paper makes a comprehensive investigation and comparative study on the frequency adverbs of modern Chinese from the aspects of semantic features analysis, syntactic functional differences and pragmatic functions, and puts forward their teaching strategies in teaching Chinese as a foreign language. (1) Analysis of semantic characteristics of "repeated" and "repeated". First of all, in terms of meaning comparison, the choice predicate after "repeated" is usually a monosyllabic verb, and the syllable and rhythm are very concise. The choice of predicates after repetition is generally double-syllable verbs with strong rhythm and rhythm. Secondly, in the measurement comparison, the "repeatedly" measurement is larger than the "repeated" measure. Finally, in the comparison of time characteristics, the internal time characteristics of the two are basically the same. However, the characteristics of external time are relatively rich, and its internal time can coincide with the speaker's speaking time as well as before the speaker's speaking time. But the external time characteristic of "repeatedly" is relatively single, only that the internal time is before the speaker's speaking time. (2) differences in syntactic functions between "repeated" and "repeated". First of all, "repeated" can only modify monosyllabic verbs, which can be either active or passive. And the frequency of collocation with active monosyllabic verbs is higher than that with passive monosyllabic verbs. In addition, sometimes "repeatedly" can also be used intersecting, modifying two monosyllabic verbs at the same time, used in the "repeated V and X" structure. Frequently, in general, followed by active or passive dicyllabic verbs. Sometimes the "ground" can be added behind it. Secondly, both "repeated" and "repeated" can be directly collocated with object structure and complement structure, and can not be collocated with adjective elements. Again, "repeatedly" and "Zhe", "had", "too" collocation is rare, and "repeatedly" can not be with "Ze", "has", "too" collocation. Finally, "repeatedly" and "repeatedly" can be used in past and present sentences, not in future statements. "repeatedly" can be used in the "V1 not V _ 2 / A" structure, but "repeatedly" not. (3) the pragmatic functions of "repeatedly" and "repeated" are first of all, the emotional color of "repeatedly" is neutral, and the emotion color of "repeated" is derogatory. Secondly, both pragmatic functions are objective descriptions of events or actions in sentences. Finally, both "repeated" and "repeated" can be found in common sentences and event sentences, and the frequency of appearing in common sentences is higher than that in event sentences. In terms of stylistic features, "repeated" and "repeated" mostly appear in mass communication and literary and artistic style, and are seldom used in everyday conversation style and scientific and technological style, and neither can be used in formal speech style. "repeatedly" can appear in the style of official document affairs, but "repeated" can not appear in the style of official document affairs. (4) the teaching strategies of "repeated" and "repeated" have four main aspects: first, to strengthen comparison and analysis; second, to strengthen pragmatic teaching; third, to strengthen oral practice; and fourth, to cultivate a sense of language. At the same time, we should choose frequency adverbs and teach them according to their aptitude.
【学位授予单位】：吉林大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：H195.3

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