“一向”与“向来”的多维考察及教学策略研究

发布时间：2018-05-07 13:31

本文选题：时间副词 + 一向　；参考：《吉林大学》2013年硕士论文

【摘要】：本文在前人研究分析的基础上，主要从句法、语义、语用三个平面并结合认知语言学的观点对“一向”和“向来”进行了分析，发现它们既有很多相同之处，也有很多细微的差别，具体差别如下：第一，本文认为“一向”具有表示过去时的时间概念，表示的是从过去到过去的某个参照时刻为止的这一时段，表示的是长时、反复的时量；“向来”表示恒常时的时间概念，表示的是从过去到参照时刻为止，不论参照时刻是过去现在还是将来，表示的时量也是长时的，而且具有规律化，习惯化的倾向。“一向、向来”表示的状态特征是恒常性的，反复性高的，并呈现出惯例化、习惯化的状态。“一向、向来”经常在静态句中表示静态关系、性质或状态的延续或保持，还可以用在一些动态句中表示动态行为的长期反复持续。第二，在句法位置方面，我们得出“一向、向来”的典型句法位置位于主语之后，谓语之前，是无标记的；它们还可以位于主语之前，但据我们考察“向来”位于主语之前要比“一向”位于主语之前更常见；“一向、向来”也可以位于定语的位置上，此时它们是区别词；“一向/向来+X”结构可以作定语，少量还可以作补语。第三，在句法特征方面，与时间成分共现的几率很少，“一向”可以与泛指性过去时点词、表示过去长时段的“……以（之）后”共现，很少与时段词共现,“向来”不能与表示固定时点的状语搭配。可以与不固定时点状语、时段状语共现。“一向、向来”都可以与表示可重复出现时段的时段词共现，，共现时，它们位序比较自由；与动词搭配，“一向、向来”都可以与状态动词搭配或否定副词加动态动词构成其否定式来表示一种状态或者动作的持续，它们对动词的音节也有限制，都不能修饰单音节的光杆动词，在肯定句中修饰间歇性持续动词时，都需要有时间、地点或某种情况共现，都不能修饰动词的重叠形式和无限结构动词；不能修饰动词带结果补语的动补结构，但“向来”可以修饰动补结构的否定式，“一向”不可以，“向来”还可以与动量和时量共现，“一向”不可以；与形容词搭配时，多与性质形容词搭配，单音节性质形容词通过与其他副词等成分配合来与“一向、向来”共现，而这些形容词多为描写人的品质特征、个性态度和精神状态，或者是事物的属性特点；与体标记搭配时，“一向”和“向来”都不能跟“着、了、过”，“起来、下去”共现，只能通过修饰“没(有)+单音节V”结构跟“过”共现。“一向、向来”可以与否定副词“不”“没（有）”“未”共现，但是“向来”的否定比率比“一向”要高。“一向、向来”与“不”的共现率最高，与“未”的共现率最低，可以与程度副词共现，但是多与表程度深的程度副词共现，还可以与范围副词共现，但与限定性范围副词的搭配最多。“一向、向来”也可以与语气副词共现，它们与这些副词连用的时大都位于这些副词的前面，但和“都”或语气副词连用共现时，它们的位置可以在前也可以在后。第四，在语用层面，“一向”的使用频率要高于“向来”的使用频率，“一向”既可以用于书面语也可以用于口语，“向来”则较少地用于正式语体。“一向、向来”都具有时间指示和突出焦点的作用。“向来”具有轻微的对比和转折的作用。第五，从对外汉语教学角度，分别对教师、学习者以及教材编写者提出了一些建议。对教师的建议，主要通过画图的方式让学生了解这对词的注意力视窗开启的不同参照时刻；对学习者，主要是克服母语的负迁移和消极的学习态度等；对于教材编写者，主要是注重它们的语序和语用方面的区别。
[Abstract]:On the basis of previous research and analysis, this paper analyzes the "always" and "always" from the three planes of syntax, semantics and pragmatics and combines the viewpoints of cognitive linguistics. It is found that they have many similarities, but also have many subtle differences, and the specific differences are as follows:
First, this article holds that "always" has the time concept of the past tense, which represents the time period from the past to the past at a certain time of reference. It represents long time, repeated time and time; "always" represents the time concept of constant time, from the past to the reference time, no matter the time of reference is the past and the present. Or in the future, the amount of time expressed is long, regular and customary. The state characteristic of "always, always" is constant, repetitive, and has a customary and customary state. "Always, always," often expresses the static relationship, the nature, or the state of the static sentence. Used in some dynamic sentences to express dynamic behavior over a long period of time.
Second, in terms of syntactic position, we conclude that the typical syntactic position of "always, always" is unmarked before the predicate; they can also be located before the subject, but it is more common before we look at the subject before the subject is in the subject; "always, always" can also be located. In the position of language, they are distinguishing words at this time; the structure of "always / always +X" can be used as attributive, and a small amount can also be used as complement.
Third, in the aspect of syntactic features, the probability of co occurrence with the time component is very little. "Always" can be used with the general term words of the past time points, to show the "after" in the long period of time, and rarely co-exist with the time term words. "Always" can not match the adverbials that express the fixed time points. "Direction" and "always" can be shared with the term words that express reappearing time periods, and they are free in order. With verbs, "always," "always," can be paired with a state verb or a negative adverb and a dynamic verb to form a negative form to indicate the continuity of a state or a person's action, and they are limited to the syllables of the verb. The system can not modify the monosyllabic light pole verb. When it modifies the intermittent continuous verb in the affirmative sentence, it needs time, place, or some case. Neither can modify the overlapped form of the verb and the infinite structural verb; it can not modify the verb complement structure of the result complement, but "always" can modify the negative formula of the verb complement structure. "Always" can not. "Always" can also co-exist with momentum and time. "Always" can not. When collocation with adjectives, it is collocation with adjectives, and one syllable adjectives co-exist with other adverbs, such as "always," and these adjectives are mostly described in character, personality, and attitude. The spirit state, or the attribute characteristic of the thing; when collocation with the body mark, "always" and "always" can not follow the "go, go,", "rise, go down" to co-exist only by modifying the structure of "not (having) + monosyllabic V" and "over". "Always," can be shared with the negative adverb "no" "no" "no" "" "" " But the negative ratio of "always" is higher than that of "always". The co occurrence rate of "always," and "no" is the highest, and the co occurrence rate of "not" is the lowest. It can co-exist with the degree adverb, but it co appears with the degree adverb, but also can be co existing with the scope adverb, but with the restrictive adverb. They can also co-exist with the modal adverbs, which are mostly used in front of these adverbs, but they are used in conjunction with the "capital" or the modal adverbs, and their positions can be in the front or after.
Fourth, on the pragmatic level, the use of "always" is higher than the frequency of "always". "Always" can be used in both written and spoken language. "Always" is less used in formal languages. "Always, always" has the role of time indication and focus. "Always" has a slight contrast and turning point. Effect.
Fifth, from the angle of teaching Chinese as a foreign language, some suggestions are put forward for teachers, learners and the writers of teaching materials. The suggestions for teachers are made mainly through drawing to make students understand the different reference moments of opening the attention window of the words; for the learners, the negative transfer and negative learning attitude of the mother tongue are mainly to be overcome. For textbook writers, the difference between word order and pragmatics is mainly concerned.

【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】