基于句法语义界面的汉语构式特征及其应用
发布时间：2018-10-16 17:50
【摘要】：构式语法是二十世纪七八十年代,为了解决乔姆斯基转换生成语法将词语类结构边缘化的局限性,由戈登伯格提出的重要认知语法理论。构式语法认为构式是具有音系、形式、语义和语用属性的复合体,对于各构式本身的研究一直是学界的研究热点,但探究构式之间的相关性却很少,而这种相关性正是课堂教学中汉语教师需要关注的。本文的创新性就在于教学常用语法构式结构之间的相关性。 基于认知语言学理论、构式语言学理以及生成语法等理论,本文详细分析和解释各种独立的构式的形式和意义,得出了关于进入各种构式句子对动词以及其他成分的语义限制等方面的结论,论证了构式语法理论在语义方面强大的解释性,从而不仅能解决汉语教学中很多常见句式的语法偏误问题,还能从认知的角度阐释产生留学生在汉语学习中常见偏误的原因,用构式语法理论指导教学实践。 本文通过大量的汉英语言事实,对从词语类构式到汉语教材中常见的句构式中“双宾构式”、“动趋构式”和“把”字构式分析入手,主要通过偏误分析,汉英对比手段从认知的角度详细分析了汉语教学中常见的三种构式语法各自的特征及语义限制,并通在构式义的分析过程中,发现几种构式在语义中的方向性、音系以及“有定”和“无定”性等方面有着得出了几种常见构式之间的关联和共性,从而得出构式之间是有互动这一结论,根据教学实践,提出了几点汉语构式语法的教学策略及建议。
[Abstract]:Construction grammar is an important cognitive grammar theory put forward by Gordenberg in the 1970s and 1980s in order to solve the limitation of Chomsky transformation generation grammar which marginalizes the structure of lexical class. Construction grammar holds that construction is a complex of phonological, formal, semantic and pragmatic properties. The study of each construction itself has always been a hot topic in academic circles, but the correlation between inquiry constructions is rare. This correlation is exactly what Chinese teachers need to pay attention to in classroom teaching. The innovation of this paper lies in the correlation between the grammatical constructions commonly used in teaching. Based on the theories of cognitive linguistics, constructional linguistics and generative grammar, this paper analyzes and explains the forms and meanings of various independent constructions in detail. In this paper, the author draws a conclusion about the semantic restriction on verbs and other components by entering into various construction sentences, and proves that the construction grammar theory has a powerful explanation in the semantic aspect. It can not only solve the problem of grammatical errors of many common sentence patterns in Chinese teaching, but also explain the causes of common errors in Chinese learning from the perspective of cognition, and guide the teaching practice with the theory of construction grammar. Based on a large number of Chinese and English language facts, this paper begins with the analysis of "double object constructions", "moving-trending constructions" and "Ba" constructions, mainly through error analysis, from lexical category constructions to common sentence constructions in Chinese teaching materials, and to the analysis of "double object constructions", "dynamic tendency constructions" and "Ba" constructions in Chinese teaching materials. From the cognitive point of view, the contrastive means of Chinese and English have analyzed in detail the characteristics and semantic limitations of the three kinds of construction grammar commonly used in Chinese teaching, and have found out the directionality of several constructions in the semantic field in the process of the analysis of construction meaning. The phonology and the aspects of "definite" and "indefinite" have come to the conclusion that there is interaction between the constructions, and according to the teaching practice, the relationship and commonness of several common constructions are obtained. This paper puts forward some teaching strategies and suggestions of Chinese construction grammar.
【学位授予单位】：厦门大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：H195.3
本文编号：2275167
[Abstract]:Construction grammar is an important cognitive grammar theory put forward by Gordenberg in the 1970s and 1980s in order to solve the limitation of Chomsky transformation generation grammar which marginalizes the structure of lexical class. Construction grammar holds that construction is a complex of phonological, formal, semantic and pragmatic properties. The study of each construction itself has always been a hot topic in academic circles, but the correlation between inquiry constructions is rare. This correlation is exactly what Chinese teachers need to pay attention to in classroom teaching. The innovation of this paper lies in the correlation between the grammatical constructions commonly used in teaching. Based on the theories of cognitive linguistics, constructional linguistics and generative grammar, this paper analyzes and explains the forms and meanings of various independent constructions in detail. In this paper, the author draws a conclusion about the semantic restriction on verbs and other components by entering into various construction sentences, and proves that the construction grammar theory has a powerful explanation in the semantic aspect. It can not only solve the problem of grammatical errors of many common sentence patterns in Chinese teaching, but also explain the causes of common errors in Chinese learning from the perspective of cognition, and guide the teaching practice with the theory of construction grammar. Based on a large number of Chinese and English language facts, this paper begins with the analysis of "double object constructions", "moving-trending constructions" and "Ba" constructions, mainly through error analysis, from lexical category constructions to common sentence constructions in Chinese teaching materials, and to the analysis of "double object constructions", "dynamic tendency constructions" and "Ba" constructions in Chinese teaching materials. From the cognitive point of view, the contrastive means of Chinese and English have analyzed in detail the characteristics and semantic limitations of the three kinds of construction grammar commonly used in Chinese teaching, and have found out the directionality of several constructions in the semantic field in the process of the analysis of construction meaning. The phonology and the aspects of "definite" and "indefinite" have come to the conclusion that there is interaction between the constructions, and according to the teaching practice, the relationship and commonness of several common constructions are obtained. This paper puts forward some teaching strategies and suggestions of Chinese construction grammar.
【学位授予单位】：厦门大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：H195.3
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