单、双音节方位词对比及教学策略

发布时间：2018-03-05 09:56

本文选题：单音节方位词　切入点：双音节方位词　出处：《吉林大学》2013年硕士论文　论文类型：学位论文

【摘要】：在现代汉语的词类系统之中，方位词是为数不多的封闭集，也是词类系统中比较特殊的一类。主要可分为单音节方位词和双音节方位词。以往的研究方向主要分布在方位词的词类划分、整体的句法功能以及认知角度的研究上，其中单音节方位词较之双音节的研究成果相对丰富，学界的注意力也都集中在了单音节及其内部小类的分析研究上。事实上，单、双音节方位词在语法功能和语义上存在的很多问题都值得我们进一步思考，例如：为什么有了单音节方位词，还要出现双音节方位词？为什么产生了双音节方位词之后，之前的单音节方位词并没有因此消失，而是继续存在于方位词系统之中？二者除了音节数的不同之外，还有哪些对立？类似的问题无论从本体研究的角度还是从对外汉语教学的角度看都是不容回避的问题。本文在已有成果的基础之上，主要从语法、语义、语用角度对二者的异同进行描述和分析，并尝试将本体研究的成果应用于对外汉语教学之中，为今后方位词的进一步研究以及对外汉语方位词教学提供更多更好的理论依据。本文得出的主要结论有：（一）构成词的情况，单音节相较于双音节要灵活得多，且具备一定的扩展能力。所以在对外汉语方位词教学中，可以将单音节方位词的构词规律简单地传达给学生，并将其所构成的词进行定期归类，以便学生系统记忆。（详细论证在论文见2.1）（二）单、双音节在做句法成分上的差异不容忽视。单音节方位词所受到的限制要远远大于双音节方位词。其原因还是因为单音节方位词独立性较差，能力不足以独自承担句法成分的角色。只有少数情况下，单双音节方位词可以相互替换使用。在对外汉语的课堂上，可以给学生布置任务，搜集有关方位词的句子，并将其归类，教师可以在之后的课堂上利用几分钟的时间讲解一个小类，不仅练习了方位词的用法，同时也对学生句法成分的基础知识加以巩固和提高。（详细论证在论文见第三章及5.3）（三）表意功能上，单、双音节方位词体现出来的不同比较明晰。由于单音节方位词语法化程度相对较高，所以表示实体空间义的能力也随之减弱，但表示时间等抽象意义的能力却随之增强。加之受“容器隐喻理论”的影响，，单音节方位词表时间的能力应用的更为广泛。同时，这也是外国留学生出现障碍比较多的地方，这就要求教师合理安排教学顺序，根据学生能力适度扩展，循序渐进。（详细论证在论文见4.2）（四）留学生在单双音节方面出现偏误的原因不仅仅局限于方位词本身存在语义及语用上的差异，还存在其他的一些因素，例如留学生母语的负迁移、目的语规则的泛化，还有一些文化上的因素也不容小觑，甚至是教师教学上的误导等等都能够导致留学生学习过程中出现偏误现象。（详细论证在论文见5.2）
[Abstract]:In the part of speech system of modern Chinese, azimuth words are one of the few closed sets. It can be divided into monosyllabic azimuth word and double syllable orientation word. In the past, the research direction is mainly on the classification of parts of speech, the syntactic function of the whole and the cognitive angle. The research results of monosyllabic azimuth words are relatively rich, and the academic attention is also focused on the analysis of monosyllabic words and their internal subclasses. In fact, monosyllabic, monosyllabic, monosyllabic, monosyllabic, There are many problems in the grammatical function and semantics of the two-syllable orientation words which are worthy of further consideration. For example, why do we have the monosyllabic orientation words and the two-syllable orientation words? Why did the former monosyllabic azimuth words not disappear but continue to exist in the azimuth word system after the emergence of the two-syllable azimuth word? Apart from the differences in the number of syllables, what are the opposites between the two? Similar problems can not be avoided either from the perspective of ontology research or from the perspective of teaching Chinese as a foreign language. On the basis of the existing achievements, this paper describes and analyzes the similarities and differences between the two from the perspectives of grammar, semantics and pragmatics, and attempts to apply the results of ontology research to the teaching of Chinese as a foreign language. This paper provides more and better theoretical basis for the further study of locative words and the teaching of locative words in TCSL. The main conclusions of this paper are as follows:. (1) in the case of word formation, monosyllabic words are much more flexible than double syllables and have a certain ability to expand. Therefore, in teaching Chinese as a foreign language, word-formation rules of monosyllabic azimuthal words can be simply conveyed to students. The words are classified regularly so that students can remember them systematically. (see 2.1 for a detailed argument.). (2) the differences in syntactic elements of monosyllabic and dicyllabic are not to be ignored. The restriction of monosyllabic orientation words is much greater than that of disyllabic orientation words. The reason is that monosyllabic azimuth words are less independent. Only in a few cases, monosyllabic locales can be used instead of each other. In Chinese as a foreign language class, students can be assigned tasks to collect sentences about locative words. By classifying it, the teacher can use a few minutes to explain a small class in the classroom, not only by practicing the usage of the locative words, At the same time, the basic knowledge of syntactic components of students is also consolidated and improved. (see Chapter III and 5.3 for detailed argumentation.). (3) in terms of ideographic function, the differences in the orientation words of single and double syllables are relatively clear. Because of the relatively high degree of formalization of monosyllabic azimuth words, the ability to express the meaning of entity space is also weakened. However, the ability to express abstract meanings such as time has increased. In addition, under the influence of "container metaphor theory", the ability of monosyllabic locale time is more widely used. At the same time, it is also a place where foreign students have more obstacles. This requires the teacher to arrange the teaching order reasonably, according to the student ability moderate expansion, step by step. (see 4.2in the thesis for detailed argumentation). (4) the reasons for the errors in monosyllabic are not only limited to the semantic and pragmatic differences of the locative words, but also exist some other factors, such as the negative transfer of the foreign students' mother tongue and the generalization of the target language rules. There are also some cultural factors should not be underestimated, even the teaching of the misleading teachers and so on can lead to errors in the learning process of foreign students. (for a detailed argument in the paper, see 5.2)
【学位授予单位】：吉林大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195.3

【参考文献】