汉语能性结构否定式及留学生习得情况考察

发布时间：2018-04-20 21:17

本文选题：能性述补结构 + 能性助动词结构　；参考：《复旦大学》2013年硕士论文

【摘要】：世界上大多数语言表达能性范畴的都是情态动词,汉语表达能性范畴的具有两种语法形式,一是能性助动词结构(通常称能愿动词),二是能性述补结构(通常称可能补语)(本文研究对象以能性范畴作为立足点,因此在术语上统一称为能性结构)。由于汉语在这一方面具有独特性,而本体研究在很多方面还尚无定论,在对外汉语教学中能性结构成为难点,尤其是能性结构否定式,由于涉及到否定范畴,更是难上加难。本文要考察的问题就是汉语两种能性结构否定式及其习得情况。第一章、说明研究背景、范围和意义等。第二章、梳理先辈时贤的相关研究成果。第三章、分析两种能性结构否定式,分别从句法、语义和语用三个平面进行分析。然后比较两种典型结构“不能V(C)”和“V不C”,这是本章的重点。由于“V不C”的使用频率远远高于“不能V(C)”,因此立足点和侧重点为“V不C”。由于“不能V(C)”是多义结构,根据意义可以分为“不能1V(C)”和“不能V2(C)”；同样“V不C”也分为不同小类——“V不X”、“V不了2”和“V不得2”(文中的“V不C”如无说明则指“V不X”和“V不了2”,在涉及分类和比较时,三个小类统称“V不C”),它们之间具有不同特点。两种能性结构否定式在使用分布和条件上都有所不同,笔者结合历时语法研究成果和认知语法的观点,在共时层面梳理了它们的使用范围和条件。第四章和第五章为第二语言习得研究,是本文的重点。通过语料库研究和问卷调查,搜集自然语料和诱发语料,相互补充,相互参照,分析留学生习得的偏误和特点。留学生的习得情况明显具有回避、窄化,泛化等特点,偏误较集中体现在结构混用、语义不当等方面。偏误原因包括母语负迁移、学习策略、知识的难度等级、目的语规则泛化和教学现状等。第六章、在习得情况分析的基础上再考察教学大纲和教材,提出相应的教学建议,不仅从结构、语义和语用上进行解释,更从认知的角度挖掘能性结构否定式在二语习得中的深层问题与对策。第七章、总结全文,包括创新点,不足及有待进一步深入和扩展的地方。
[Abstract]:Most languages in the world are modal verbs in the category of expressive activity, and the category of expressive activity in Chinese has two grammatical forms. One is the structure of the active auxiliary verb (usually called "can wish verb"), the second is the "possible complement" (usually called "possible complement") (the object of this study is to take the category of energy as the foothold, so it is called "energy structure" in terms of unity. Because Chinese is unique in this respect, but the ontology research in many aspects has not yet been decided, in the teaching of Chinese as a foreign language, the ability structure becomes a difficulty, especially the negative form of the ability structure, because of the negative category, it is even more difficult. The problem to be examined in this paper is the two kinds of negatives and their acquisition in Chinese. The first chapter explains the background, scope and significance of the research. The second chapter, combing the previous generation of relevant research results. In chapter three, we analyze two kinds of negatives, which are syntactic, semantic and pragmatic. Then we compare the two typical structures "can't Von C" and "V bu C", which is the focus of this chapter. Because the use frequency of "V not C" is much higher than that of "can't V C", the foothold and emphasis is "V not C". Since "can't Vt C" is a polysemous structure, it can be divided into two categories according to its meaning: "No 1V C" and "no V 2C"; similarly, "V bu C" is also divided into different subclasses-"V not X". "V not 2" and "V must not 2" ("V not C" in this paper means "V not X" and "V cannot 2", when it comes to classification and comparison, the three subcategories are collectively called "V not C" and have different characteristics between them. There are differences in the distribution and conditions of use between the two kinds of negatives. The author combs the scope and conditions of their use at the synchronic level in combination with the achievements of diachronic grammatical research and the viewpoint of cognitive grammar. The fourth and fifth chapters are the focus of this thesis. By corpus-based research and questionnaire survey, natural and induced data are collected to complement and refer to each other to analyze the errors and characteristics of foreign students' acquisition. The acquisition of foreign students obviously has the characteristics of avoidance, narrowing and generalization, and the errors are mainly reflected in the mixed use of structure, improper semantics and so on. The causes of errors include negative transfer of mother tongue, learning strategies, difficulty level of knowledge, generalization of target language rules and teaching status. Chapter six, on the basis of the analysis of the acquisition situation, reviews the syllabus and teaching materials, and puts forward the corresponding teaching suggestions, not only in terms of structure, semantics and pragmatics, but also in terms of structure, semantics and pragmatics. From the perspective of cognition, this paper explores the deep problems and countermeasures of energy structure negatives in second language acquisition. The seventh chapter summarizes the full text, including the innovation points, shortcomings and areas to be further developed and expanded.
【学位授予单位】：复旦大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195.3

【参考文献】