“界变”论下的句末“了”及其教学

发布时间：2018-03-10 22:02

本文选题：“了”　切入点：认知语言学　出处：《吉林大学》2013年硕士论文　论文类型：学位论文

【摘要】：传统的语法研究对于“了”的讨论集中对语法意义阐释与印证，并由此对其进行切分。反映在教学上，就是把“了”解释为动态助词、句末助词、语气助词。但“了”的各种语法意义共享一个源头，只不过它一直处于语法化进程中，因此会有不同呈现。也就是说，“了”语法化过程中的不同呈现之间有异也有同，不能根据意义完全切分清楚，，反而造成意义模糊。更重要的是，“了”作为虚词重要的特征是词汇意义淡化而语法功能形成。也就是说，“了”的主要特征在于其功能而不是意义，所以单凭意义阐释无法让学生掌握这个在汉语中尤其重要功能词的生成机制。认知语法流行，为语法研究带来新路子。学者开始用“界变”论来发现并解释“了”的本质，希望解决上述问题。本文沿用根据位置不同划分的两个“了”，把词尾“了”记作“了1”，句末“了”记作“了2”。以“界变”论为理论框架，运用其研究方法，探讨“了2”的认知表达式以及认知中的生成机制。其次，观察不同类型谓语如何进入“了2”生成机制，以及进入后其具体表意。最后，上述观察基础上，从使用实例中抽象句式结构，希望对对外汉语教学中“了2”意义模糊，生成机制不明的问题进行思考。
[Abstract]:The traditional grammatical study focuses on the interpretation and confirmation of grammatical meaning, which is reflected in teaching, which is interpreted as a dynamic auxiliary word and an auxiliary word at the end of a sentence. Modal auxiliaries. But the various grammatical meanings of "er" share a source, except that it is always in the process of grammaticalization, so there will be different representations, that is, there are differences and similarities among the different representations in the process of grammaticalization. It can not be completely divided according to meaning, on the contrary, it causes ambiguity of meaning. More importantly, as an important feature of function words, the important feature of "er" is the desalination of lexical meaning and the formation of grammatical functions, that is, the main feature of "er" lies in its function rather than its meaning. Therefore, the explanation of meaning alone can not help students master the formation mechanism of the most important functional words in Chinese. The popularity of cognitive grammar brings a new way to the study of grammar. Scholars begin to use the theory of "boundary change" to discover and explain the nature of "has". In order to solve the above problems, this paper uses the two "er", which are divided according to the different position, to "record" as "1" at the end of the sentence, "to write down" as "2" at the end of the sentence, and to take the theory of "boundary change" as the theoretical framework and use its research method. This paper probes into the cognitive expression of "2" and the mechanism of its generation. Secondly, we observe how the different types of predicates enter the "2" generation mechanism and their specific meaning after entering. Finally, on the basis of the above observations, we hope to obscure the meaning of "2" in the teaching of Chinese as a foreign language from the use of the abstract sentence structure in the examples. The problem that the mechanism of generation is not clear is considered.
【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

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