“喜欢”类词的多维辨析

发布时间：2018-08-17 09:24

【摘要】：本文依据同义词本体研究以及外国留学生的同义词习得特点，对“喜欢”、“喜爱”、“喜好”、“爱好”等“喜欢”类同义词进行多角度辨析，试图找出它们的差异，希望能更好的指导语言实践，为对外汉语同义词教学提供有价值的参考。本文分为六个部分：第一部分是引言，讲述选题依据和研究价值，对前人的研究包括同义词本体研究及“喜欢”类词的研究进行综述，并指明语料来源、研究思路与方法。第二部分是语法分析，从句法功能、语法结构及共现方面对其进行考察。我们发现，“喜欢”做谓语的能力强，带补语和带宾语的能力强，能与各个量级的程度副词搭配；涵盖的时间域可长可短，稳定性低。“喜爱”做谓语、定语的能力较强，与程度副词、表频率的副词的搭配能力较低。“喜好”做谓语和宾语的能力较强，只能与程度副词的高量级搭配；不能带表频率的副词，涵盖的时间域较长，稳定性高。“爱好”做主语和宾语的能力较强；能与程度副词的高、超量级搭配；无法带表频率的副词，，稳定性较强。“喜欢”和“喜爱”属于“情感类”词，动态性弱，而“喜好”和“爱好”属于“意动类”词，动态性强。第三部分是语义分析。这部分从历时角度归纳这四个词的语义演变，并分析它们共时语义差异。古代“喜欢”做形容词多，做动词的少，只充当谓语。“喜爱”多为充当谓语的动词。“喜好”的使用频率低，用法古今基本相似。现代汉语中，“喜欢”的语义重心在语素“喜”上；“喜爱”的语义重心在语素“爱”上；“喜好”和“爱好”的语义重心在语素“好（hào）”上。根据义素分析法，“喜欢”、“喜爱”和“喜好”都有[+某种习惯或倾向]义，其[+积极情感]这一义值已弱化。“爱好”的主体必须是人；“喜好”依然带有一定的程度义；“喜爱”自身带有正面情感，所带的客体须是中褒义的。第四部分是语用分析。在语体选择上，这四个词在书面语中使用最多的是文艺语体及科技语体，在口语中谈话语体略多于演讲语体；“喜欢”和“爱好”书面化程度和口语化程度都很高，且口语比重更大；“喜爱”和“喜好”更偏向书面化；在句类的选择上，“喜欢”类词各有偏重。在主客观方面，“喜欢”主观性极强，“喜好”和“爱好”的陈述义强，具有较强的客观性。第五部分是偏误教学研究。调查发现，外国学生对“喜欢”类词使用的偏误多表现为词性混淆、动态助词及补语误用、搭配不当、语境不辨、语义差异不辨等。本文结合偏误成因，提出简单的教学建议。第六部分是结语，归纳全文基本内容。
[Abstract]:Based on the study of synonym ontology and the characteristics of foreign students' acquisition of synonyms, this paper analyzes the synonyms such as "like", "like" and "like" in order to find out the differences between them. Hope to better guide language practice and provide valuable reference for teaching Chinese synonyms as a foreign language. This paper is divided into six parts: the first part is the introduction, which describes the basis and research value of the topic, summarizes the previous studies, including the study of synonym ontology and the study of "like" words, and points out the source of the corpus. Research ideas and methods. The second part is grammatical analysis, from syntactic function, grammatical structure and co-occurrence. We find that "like" can be used as predicate, with complement and object, and can be collocated with adverbs of degree of various orders of magnitude, and the time domain covered can be long or short, and the stability is low. "like" as predicate, attributive ability is stronger, and degree adverb, frequency adverb collocation ability is lower. The ability of "like" as predicate and object is strong and can only be collocated with the high order of degree adverb, and the adverb without frequency has longer time domain and higher stability. The ability of "hobby" as subject and object is relatively strong; it can be collocated with degree adverbs of high and super order of magnitude; the adverbs that can not be expressed frequently are more stable. "like" and "like" belong to "emotion", but "like" and "hobby" belong to "meaning and action", which are strong dynamic. The third part is semantic analysis. This part sums up the semantic evolution of the four words from a diachronic point of view and analyzes their synchronic semantic differences. In ancient times, "like" did more adjectives than verbs, and served only as predicates. Love is a verb that acts as a predicate. "like" the use of low frequency, the use of ancient and modern basically similar. In modern Chinese, the semantic focus of "like" is on morpheme "like", "like" on morpheme "love", and "like" and "hobby" on morpheme "h 脿 o". According to sememe analysis, "like", "like" and "like" all have a "habit or inclination" meaning, and the value of "positive emotion" has been weakened. The subject of "hobby" must be human; "like" still has a certain degree of meaning; "like" itself has positive emotion, and the object must be moderately positive. The fourth part is pragmatic analysis. In stylistic selection, the four words are mostly used in literary and technical style, slightly more in spoken language than in speech style, and both "like" and "like" are highly written and colloquial. Moreover, the proportion of spoken language is larger; "like" and "like" tend to be written; in the choice of sentence category, the word "like" has its own emphasis. In subjective and objective aspects, "like" is highly subjective, "like" and "like" are strong and objective. The fifth part is the error teaching research. It is found that the errors of foreign students in the use of "like" words are often manifested in part of speech confusion, misuse of dynamic auxiliary words and complements, improper collocation, indiscernibility of context and semantic differences, etc. Combined with the causes of errors, this paper puts forward some simple teaching suggestions. The sixth part is the conclusion, summarizes the full text basic content.
【学位授予单位】：江西师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H136

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