“谁知道”多角度分析及教学设想

发布时间：2018-03-22 00:09

本文选题：谁知道　切入点：多角度分析　出处：《陕西师范大学》2013年硕士论文　论文类型：学位论文

【摘要】：在现代汉语中,“谁知道”主要有三种语义类型,即疑问代词+动词的“谁知道1”；作为一个词使用的“谁知道2”；表示话语标记的“谁知道3”。在对外汉语教学过程中,笔者发现留学生使用“谁知道”时并不地道,而语法书对“谁知道”的如何使用解释并不全面,对外汉语教材中也没有对“谁知道”这一语法结构的详尽讲解。本文正是基于这样的研究现状来展开讨论的。本文在分析北京大学现代汉语和古代汉语语料库大量语料的前提下,对“谁知道”进行多角度研究。本文从历时和共时角度入手,运用描写和解释相结合的研究方法,并结合语法分析的三个平面对“谁知道”各语义进行详尽讨论,最后提出在对外汉语教学中教授“谁知道”的设想。第一章绪论介绍本文的研究内容和意义、研究目标和创新之处、研究现状和研究方法以及语料来源。第二章从历时角度分析“谁知道”词汇化和语法化的演变过程,归纳其演变路径,并从语言内部和外部方面指出促使该语法结构历时演变的动因。第三章则是从共时平面出发,探讨了“谁知道”的三种语义分布情况及其语义特征的类型,重点从句法层面对三种语义类型进行区分。第四章主要通过对语料库中“谁知道2”的语句分析,指出“谁知道2”的语句特点,并通过其语句特点指出它的语义和语用功能。第五章主要分析了话语标记“谁知道3”的句法特征。并综合连贯理论和关联理论对话语标记的语用功能的归纳,总结“谁知道3”的语用功能为语篇连贯功能和交际认知功能。第六章中笔者结合自身教学经验,归纳学生在习得“谁知道”时出现的情况,具体分析其原因,并提出了一些切实可行的教学设想。最后是结语,对论文所研究的主要内容进行了总结,并指出了存在的问题和不足。
[Abstract]:In modern Chinese, "who knows" mainly has three semantic types, namely Interrogative Pronoun + verb "who knows 1"; used as a word "who knows 2"; that the discourse markers of "who knows 3." in foreign language teaching process, the author found that students who use "know" not real, and a grammar book on "who knows how to use" the explanation is not comprehensive, in Chinese textbooks nor on "who knows" detailed explanations of this grammatical structure. This article is based on the current situation of such research are discussed.
This paper based on the analysis of Peking University in modern Chinese and ancient Chinese corpus corpus, a multi angle study on "who knows". In this paper, from the diachronic and synchronic perspective, using the research method of the combination of description and explanation, and the combination of three plane grammar analysis on "who knows" the semantic details. Finally put forward the idea of Professor "in teaching Chinese as a foreign language who knows".
The first chapter introduces the content and significance of the research, the research goals and the innovation, the research status and research methods and the source of the corpus.
The second chapter analyzes the evolution process of "knowing" Lexicalization and grammaticalization from a diachronic perspective, summarizes its evolution path, and points out the reasons for the diachronic evolution of the syntactic structure from the internal and external aspects of language.
The third chapter starts from the synchronic plane, and explores the three semantic distributions of "who knows" and the types of its semantic features. It focuses on distinguishing three semantic types from sentence level.
The fourth chapter mainly points out the sentence characteristics of "who knows 2" by analyzing the sentence of "who knows 2" in corpus, and points out its semantic and pragmatic functions through its sentence characteristics.
The fifth chapter mainly analyzes the syntactic features of the discourse marker "who knows 3", and summarizes the pragmatic functions of discourse markers from the perspective of coherence theory and relevance theory, and summarizes the pragmatic functions of "who knows 3" as textual coherence function and communicative cognitive function.
In the sixth chapter, combined with my own teaching experience, the author sums up the situation of students who have learned "who knows", analyzes the reasons, and puts forward some practical teaching ideas.
Finally, the conclusion is summarized, and the main contents of the paper are summarized, and the existing problems and shortcomings are pointed out.

【学位授予单位】：陕西师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195

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