现代汉语隐比句及其对外汉语教学

发布时间：2018-01-27 03:36

本文关键词： 隐比句结构类型语义特征认知特征对外汉语教学　出处：《华中科技大学》2013年硕士论文　论文类型：学位论文

【摘要】：比较句中除了出现比较词的显性比较句之外，还有不出现比较客体和比较词的隐性比较句。本文根据北京大学现代汉语语料库、HSK动态作文语料库、以及教材中出现的隐比句为基础，对其类型进行总结归纳。以认知语言学和中介语理论为基础，分析其语义、认知特征。同时归纳留学生使用时的偏误类型，探讨出现偏误的原因，并提出相关建议以更好地指导教学。本文主要由六个部分组成。第一章为引言，，主要梳理比较句和隐比句的研究现状。说明研究的创新点、研究方法和理论基础。第二章分析隐比句的结构：“X·A些”式、“X更A”式、“越X越Y”式、“一X·A过一X”式四个结构类型。第三章分析隐比句的语义特征。分别探讨了隐比句四个结构类型的语义特征，并且分析了各个句式的语用限制，同时进行了语义分类。第四章分析隐比句的认知特征，包括认知图像和扫描方式。隐比句隐去了前景和观察点，主要有综合扫描和顺序扫描两种方式。第五章梳理隐比句的偏误：“X·A些”式、“X更A”式在“比”字句中偏误较多；“越来越Y”有五大偏误类型。这些偏误出现的原因主要是：母语负迁移、目的语负迁移和客观环境影响。第六章针对出现的偏误，提出了对教师的建议。教师除了知识的储备，还需有针对性地进行授课；在强调句式完整性的同时，注重使用语境教学法；也可以尝试将语义特征带入教学。最后对文章进行总结，提出不足和今后可努力的方向。
[Abstract]:Besides the explicit comparative sentence of comparative words, there are also recessive comparative sentences without comparative objects and comparative words. According to the modern Chinese corpus of Peking University, HSK dynamic composition corpus is used in this paper. On the basis of the implicit sentences in the textbooks, the author summarizes the types of the sentences, analyzes their semantic and cognitive characteristics based on cognitive linguistics and interlanguage theory, and induces the types of errors used by foreign students. To explore the causes of errors, and put forward some suggestions to better guide the teaching. This paper is composed of six parts. The first chapter is the introduction, mainly combing the research status of comparative sentences and implicit sentences, explaining the innovation, research methods and theoretical basis of the research. The second chapter analyzes the structure of implicit sentences: "X 路A" type, "X more A" type, "more Y" type, "X 路A over X" type. The third chapter analyzes the semantic features of implicit sentences, discusses the semantic features of the four structural types of implicit sentences, and analyzes the pragmatic limitations of each sentence pattern, and carries out semantic classification at the same time. Chapter 4th analyzes the cognitive characteristics of implicit sentences, including cognitive images and scanning methods. Chapter 5th combs the errors of implicit sentences: "X 路A" type, "X more A" type in "Bi" sentence error is more; "more and more Y" has five types of errors, which are mainly caused by negative transfer of mother tongue, negative transfer of target language and objective environment. Chapter 6th puts forward some suggestions to the teachers in view of the errors. Besides the reserve of knowledge, the teachers also need to teach in a targeted way. While emphasizing the integrality of sentence patterns, we should pay attention to the use of contextual teaching methods; We can also try to bring semantic features into teaching. Finally, the article is summarized, put forward the shortcomings and the direction of future efforts.
【学位授予单位】：华中科技大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195.3

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