“前”“后”的不对称性分析

发布时间：2018-06-28 05:01

本文选题：前 + 后　；参考：《曲阜师范大学》2014年硕士论文

【摘要】：人类运用对立思维的方式来认识客观世界，在此影响下，语言在产生之初就具有了对立反义的概念和范畴。空间范畴和时间范畴是认知层面、语言层面中最基本的范畴，方位词是表示空间、时间等范畴的语言单位，因此方位词一般以对立的语言形式出现，如“上、下”“内、外”“前、后”“左、右”。本文研究的是表示方位的反义词——“前”“后”。以其在语言使用频率上的不平衡为出发点，运用对比、具体分析等方法筛选、归纳语料，论证“前”与“后”不平衡现象的存在及其原因，对其中的规律进行总结。在“三个平面”原则的指导下，在词义、词汇、句法组合、句法结构层面结合偏误分析的层面列举出具体语言运用的实例，对“前”“后”不对称现象进行解析。以标记理论和认知语言学的相关理论为指导，在语料及“前”“后”的语言单位实例的对比结果基础上分析总结出导致“前”“后”这对方位词不对称的原因。本文可划分为六部分：第一部分为引言及研究综述。在前人研究的基础上阐明论文选题的价值和意义，对研究方法以及语料库语料来源进行说明。第二部分在“前”“后”的词汇意义层面上，分析“前”“后”各自的义项义，将两者进行对比，配合在常用词义上语料库的语用频率，剖析出“前”“后”不对称的认知原因。第三部分在词汇结构层面上，以语料为基础，对“前”“后”作为词素参与构词进行罗列对比分析，从新型标记理论的角度总结出“前”“后”的不对称中的认知原因。第四部分在句法组合层面上，分析“前”“后”在与其他语言单位的结合中不对称性的表现。第五部分在句式结构层面上，以在语言运用常用的句式结构为例，对“前”“后”的不对称性进行分析，，发现其不对称的原因是受认知的影响造成的。第六部分在对外汉语教学层面，在基于HSK动态作文语料库统计结果上得出外国学生学习“前”“后”的偏误也存在不对称性现象。通过分析，寻求更具有针对性的对外汉语教学方法和教学策略。在语言的各个层面对“前”“后”进行对称性对比分析，可以看出“前”“后”并不是在所有语言形式中呈对称形式，相反有很多不对称现象的存在，对于我们探究得出“前”“后”这对方位词在语言形式上不对称的原因有很大裨益。本文的研究希望能达成以下研究目标：第一，归纳总结“前”“后”不对称的规律及其产生不对称的原因。第二，通过“前”“后”的不对称研究能够对方位词不对称现象研究成果进行适当的补充。第三，能够在一定程度上为“前”“后”在对外汉语教学中的偏误作出解释，对对外汉语教学有一定的实践意义。
[Abstract]:Under the influence of antithetical thinking, language has the concept and category of antisense at the beginning of its emergence. Spatial category and time category are the cognitive level, the most basic category in the linguistic level, the locative word is the linguistic unit of the category such as space, time, etc. Therefore, the locative word generally appears in the opposite language form, such as "upper, lower", "inside". Outside "front, behind" left, right ". This paper studies the antonym of orientation-"before" and "after". Taking the imbalance of language use frequency as the starting point, using the methods of contrast and concrete analysis, the author induces the language data, proves the existence and causes of the imbalance between "before" and "after", and sums up the rules therein. Under the guidance of the principle of "three planes", this paper enumerates examples of language use at the level of word meaning, vocabulary, syntactic combination, syntactic structure and error analysis, and analyzes the asymmetry phenomenon after "before". Under the guidance of Markedness Theory and Cognitive Linguistics, this paper analyzes and sums up the causes of the asymmetry of the locative words on the basis of the comparative results of the corpus and the linguistic unit examples of "before" and "after". This paper can be divided into six parts: the first part is an introduction and a summary of research. On the basis of previous studies, this paper clarifies the value and significance of topic selection, and explains the research methods and corpus sources. In the second part, on the lexical level of "before" and "after", the author analyzes the meanings of "before" and "after", and compares them with the pragmatic frequency of the corpus in common sense. The cognitive reasons of asymmetry after "before" and "after" are analyzed. In the third part, on the level of lexical structure, on the basis of corpus, the author makes a comparative analysis of the word formation as "before" and "after" as a morpheme, and sums up the cognitive reasons of asymmetry of "former" and "post-" from the angle of new marker theory. In the fourth part, we analyze the asymmetry in the combination with other linguistic units at the level of syntactic combination. The fifth part analyzes the asymmetry of "before" and "after" by taking the commonly used sentence structure in language as an example, and finds that the reason of asymmetry is caused by cognition. In the sixth part, on the basis of the statistical results of HSK dynamic composition corpus, it is concluded that there is asymmetry in the errors of foreign students' learning before and after learning. Through the analysis, we seek more targeted teaching methods and strategies for teaching Chinese as a foreign language. Through the comparative analysis of the symmetry of "before" and "after" at all levels of language, we can see that "former" and "post-" are not symmetrical in all linguistic forms, on the contrary, there are many asymmetrical phenomena. It is of great benefit to us to find out the reason of linguistic asymmetry of locative words. This paper hopes to achieve the following research objectives: first, the law of asymmetry after "before" and "after" are summarized and the causes of asymmetry are summarized. Secondly, the research on the asymmetry of orientation words can be supplemented by the research of asymmetry before and after. Thirdly, it can explain the errors in teaching Chinese as a foreign language to a certain extent, which has certain practical significance for teaching Chinese 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】：2014
【分类号】：H195

【参考文献】