“V不V”、“V不”和“V吗”比较研究
发布时间：2018-08-25 19:58
【摘要】：“V不V”和“V不”格式常出现在正反问句中,“V吗”则是指不带宾语的动词与疑问词“吗”可单独构成一个小句的特殊格式,在实际运用中这三者经常可以替换使用。但学界对这三者的研究多集中在对其所在句式的整体分析上,缺乏对格式本身的专题对比研究。因此本文试图借鉴前人的理论研究,对这三者从格式、句法和语用上进行系统地梳理和对比分析,并提出一些对外教学策略以供参考。本文主要包括以下几个部分:第一章介绍了本文选题的缘起、理论方法和语料来源,并对前人的研究现状及成果进行梳理总结。第二章分析了“V不V”、“V不”和“V吗”的格式特点。首先,对这三种格式的动词兼容性进行考察:表示状态义的光杆动词或动词结构,当它们满足[-自主][瞬时][完成]这三个语义特征时,都不能进入“V不V”、“V不”及“V吗”。而不都能同时进入的情形我们分析了带“了”、“着”、“过”的动词。其次,“V不V”格式有丰富的变化形式,相比原式,其变化形式的使用频率更高,这一点是另外两种格式所不具备的。再次,我们认同“V不V”和“V不”并不同源,并从句法分布和语气词共现两方面进行论证,我们认为这与“不”的性质有关。第三章从句法功能层面考察了这三种格式。“V不V”可以出现在句首、句中和句末,作主语、谓语、宾语、定语和补语(作补语时多为动词对举结构)。“V不”一般出现在句末,只作谓语;“V吗”一般出现在句末,动词V作谓语,特殊条件下还可出现在句首或句中,作话语标记,有引发功能。第四章从语用功能层面分类总结了“V不V”、“V不”和“V吗”能够实施的言语行为,并结合“确信度”对它们的疑问程度、语义倾向进行考察,我们认为它们的疑问度可以分为五级,并构成了连续统。但在表达不同疑问程度时,三种格式的选择运用有所侧重。第五章结合HSK动态作文语料库及日常积累的语料,对留学生习得“V不V”、“V不”和“V吗”过程中出现的偏误进行总结分析,并就这些问题提出了一些教学策略。
[Abstract]:"V" and "V" often appear in positive and rhetorical questions. "V" refers to verbs and interrogative words without object "can form a special form of a clause separately, these three can often be replaced in practice." However, the academic research on these three focuses on the overall analysis of the sentence structure, and lacks the thematic comparative study of the format itself. Therefore, this paper attempts to draw lessons from previous theoretical studies, systematically combing and contrasting these three theories from the aspects of format, syntax and pragmatics, and putting forward some foreign teaching strategies for reference. This paper mainly includes the following parts: the first chapter introduces the origin of this topic, theoretical methods and data sources, and summarizes the current situation and results of previous research. The second chapter analyzes the format characteristics of "V not V", "V Bu" and "V do". First of all, the compatibility of these three forms of verbs is investigated: the bare pole verbs or verb structures that express the state meaning, when they satisfy the three semantic features [- autonomous] [instantaneous] [complete], can not enter "V BV". "V No" and "V"? Not all of them can enter at the same time. We analyze the verbs with "have", "go" and "pass". Secondly, the "V not V" format has a rich variety of forms, compared with the original form, its use frequency is higher, which is not available in the other two formats. Thirdly, we agree that "V BV" and "V Bu" are not homologous, and demonstrate them from syntactic distribution and co-occurrence of modal words, which we think is related to the nature of "no". The third chapter examines these three forms from the syntactic function level. "V V" can appear at the beginning, middle and end of sentence, as subject, predicate, object, etc. "V" usually appears at the end of a sentence, only as a predicate; "V" usually appears at the end of a sentence, the verb V is a predicate, and under special conditions, it can also appear in the beginning or sentence of a sentence and be used as a discourse marker. Has the trigger function. Chapter four classifies the speech acts that "V not V", "V not" and "V do" can be implemented from the pragmatic functional level, and examines their degree of doubt and semantic tendency in combination with "degree of confidence". We believe that their degree of doubt can be divided into five levels and constitute a continuum. However, in expressing different degree of doubt, the choice of the three formats has some emphasis. The fifth chapter combines HSK dynamic composition corpus and daily accumulated corpus to summarize and analyze the errors in the process of students' acquisition of "V not V", "V not" and "V do", and puts forward some teaching strategies for these problems.
【学位授予单位】：吉林大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H195.3
本文编号：2203944
[Abstract]:"V" and "V" often appear in positive and rhetorical questions. "V" refers to verbs and interrogative words without object "can form a special form of a clause separately, these three can often be replaced in practice." However, the academic research on these three focuses on the overall analysis of the sentence structure, and lacks the thematic comparative study of the format itself. Therefore, this paper attempts to draw lessons from previous theoretical studies, systematically combing and contrasting these three theories from the aspects of format, syntax and pragmatics, and putting forward some foreign teaching strategies for reference. This paper mainly includes the following parts: the first chapter introduces the origin of this topic, theoretical methods and data sources, and summarizes the current situation and results of previous research. The second chapter analyzes the format characteristics of "V not V", "V Bu" and "V do". First of all, the compatibility of these three forms of verbs is investigated: the bare pole verbs or verb structures that express the state meaning, when they satisfy the three semantic features [- autonomous] [instantaneous] [complete], can not enter "V BV". "V No" and "V"? Not all of them can enter at the same time. We analyze the verbs with "have", "go" and "pass". Secondly, the "V not V" format has a rich variety of forms, compared with the original form, its use frequency is higher, which is not available in the other two formats. Thirdly, we agree that "V BV" and "V Bu" are not homologous, and demonstrate them from syntactic distribution and co-occurrence of modal words, which we think is related to the nature of "no". The third chapter examines these three forms from the syntactic function level. "V V" can appear at the beginning, middle and end of sentence, as subject, predicate, object, etc. "V" usually appears at the end of a sentence, only as a predicate; "V" usually appears at the end of a sentence, the verb V is a predicate, and under special conditions, it can also appear in the beginning or sentence of a sentence and be used as a discourse marker. Has the trigger function. Chapter four classifies the speech acts that "V not V", "V not" and "V do" can be implemented from the pragmatic functional level, and examines their degree of doubt and semantic tendency in combination with "degree of confidence". We believe that their degree of doubt can be divided into five levels and constitute a continuum. However, in expressing different degree of doubt, the choice of the three formats has some emphasis. The fifth chapter combines HSK dynamic composition corpus and daily accumulated corpus to summarize and analyze the errors in the process of students' acquisition of "V not V", "V not" and "V do", and puts forward some teaching strategies for these problems.
【学位授予单位】：吉林大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H195.3
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