递进复句关联标记的语义背景、语体条件及其教学研究
发布时间：2019-01-27 12:53
【摘要】：虚词和复句一直都是教学中的难题,本文选取递进复句关联标记作为研究对象,是因为它既有属于虚词的部分,又承担着联结分句的作用,关涉到虚词和复句两个层面,有其研究价值。此外,虽然学界在虚词、复句的本体研究取得了不少成果,但是二语教学课堂尝试运用时,又面临着需要再次加工的困扰。能够直接为课堂所用的语法研究,应当从学习者的角度出发,观察他们容易犯哪些错误,再根据这些错误对症下药,取得研究分析的切入点。本文主要采取语料库调查和对比分析的方法,从偏误分析入手,对常用递进关联标记的语义背景和语体条件进行调查、描写和分析,尝试解决偏误,并探索将研究成果运用于二语教学的路径,整理相关的教学思路和练习方法。本文共设六章,每章内容概述如下:第一章是绪论部分,主要介绍了本文的选题缘由、研究对象、研究目的及意义、理论背景及研究方法、所要研究的问题及思路,并从递进复句的产生与归属以及本体和二语教学区分的角度对相关研究做了综述。第二章利用HSK动态作文语料库分析外国学生在递进复句使用时所出现的偏误,区分了关联标记和分句结构两大层面的偏误,并尝试探索偏误产生原因,指出了其在语义关系和语体等方面的偏误表现,认为从语义背景分析和语体分析的角度对递进关联标记进行探索,可以用来解决偏误问题。第三章按照递进关联标记出现的句法位置将其分为前分句标记、后分句标记(包括"与句子粘连的"和"独立于句子之间"的两种情况)和兼位标记,对它们的语义背景分别进行了分析和描写。结果显示递进关联标记的语义背景可大致分为"不但,连-也/都"的整体极端类、"不但不,反而、"的转折递进类、"尚且"的极端推论类、"而且"的补充说明类、"况且"的追加理由类、"进而"的先后类和"甚至"的多层递进类。此外,重点关照语义背景重合的相关标记,如"何况况且再说"和"别说不说何况",尝试探讨其差异表现及原因等。第四章意在考察递进关联标记出现的语体条件,通过自建语料库的方式描绘其在口语和书面语中的使用优先序列,并观察、分析了排位靠前的成员。最后,采用对比的方法归纳总结出典型的口语和书面语成员,并将序列位置稳定且具备一定使用率的归为通用语一块,为教学提供便利。第五章讨论递进关联标记的二语教学,首先观察并评价教材中相关教学点的呈现方式,其次将三、四章形成的相关结论运用于教学设计。第六章的结语部分对本文的主要观点以及不足之处进行了描绘和总结。
[Abstract]:Function words and complex sentences have always been a difficult problem in teaching. This paper chooses progressive complex sentences as the object of study, because it not only belongs to the part of function words, but also plays the role of connective clauses, which involves function words and complex sentences. It has its research value. In addition, although the academic circles have made a lot of achievements in the study of function words and complex sentences, they are confronted with the problem of reprocessing when they try to use them in the second language teaching classroom. The grammatical research that can be used directly for the classroom should start from the perspective of the learners, observe what mistakes they are prone to make, and then according to these mistakes, get the breakthrough point of research and analysis. This paper mainly adopts the methods of corpus-based investigation and comparative analysis, starting with error analysis, investigating, describing and analyzing the semantic background and stylistic conditions of common progressive correlation markers, and trying to solve the errors. This paper also explores the application of the research results to the second language teaching, sorting out the relevant teaching ideas and practice methods. There are six chapters in this paper. The content of each chapter is summarized as follows: the first chapter is the introduction part, which mainly introduces the reason, the research object, the research purpose and significance, the theoretical background and the research method, the question and the thought of the research. From the perspective of the emergence and attribution of progressive complex sentences and the distinction between Noumenon and L2 teaching, this paper summarizes the relevant studies. The second chapter uses HSK dynamic composition corpus to analyze the errors that occur in the use of progressive complex sentences by foreign students, differentiating the errors between the related markers and the sentence structure, and trying to explore the causes of the errors. The paper points out the errors in semantic relation and style, and points out that the progressive association markers can be used to solve the problem of errors from the perspective of semantic background analysis and stylistic analysis. The third chapter divides progressive correlation markers into two categories according to the syntactic position of progressive correlation markers: the former clause marker, the latter clause marker (including the two cases of "adhesion with the sentence" and "independent of the sentence") and the concurrent marker. Their semantic background is analyzed and described respectively. The results show that the semantic background of progressive association markers can be roughly divided into the "not only, Lian- also / du" category of the overall extreme, "not, but," the "even" category of extreme inference, "and" the type of supplementary explanation, The category of additional reasons for "besides", the class of "further" and the category of "even" multilevel progression. In addition, we focus on the relevant markers of semantic background overlap, such as "what's more" and "Don't say what's more", and try to explore the performance of the differences and the reasons for their differences. The fourth chapter aims to investigate the language style conditions of progressive association markers, describe the priority sequences of their use in spoken and written language by building their own corpus, and analyze the leading members. Finally, the typical members of spoken and written language are summed up by the method of contrast, and the stable sequence position and certain usage rate are classified into a common language, which provides convenience for teaching. Chapter five discusses the teaching of progressive correlation markers in second language teaching. Firstly, the author observes and evaluates the presentation of relevant teaching points in the teaching materials, and then applies the relevant conclusions of chapters three and four to the teaching design. The conclusion of the sixth chapter describes and summarizes the main points and shortcomings of this paper.
【学位授予单位】：山东大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H195.3
本文编号：2416275
[Abstract]:Function words and complex sentences have always been a difficult problem in teaching. This paper chooses progressive complex sentences as the object of study, because it not only belongs to the part of function words, but also plays the role of connective clauses, which involves function words and complex sentences. It has its research value. In addition, although the academic circles have made a lot of achievements in the study of function words and complex sentences, they are confronted with the problem of reprocessing when they try to use them in the second language teaching classroom. The grammatical research that can be used directly for the classroom should start from the perspective of the learners, observe what mistakes they are prone to make, and then according to these mistakes, get the breakthrough point of research and analysis. This paper mainly adopts the methods of corpus-based investigation and comparative analysis, starting with error analysis, investigating, describing and analyzing the semantic background and stylistic conditions of common progressive correlation markers, and trying to solve the errors. This paper also explores the application of the research results to the second language teaching, sorting out the relevant teaching ideas and practice methods. There are six chapters in this paper. The content of each chapter is summarized as follows: the first chapter is the introduction part, which mainly introduces the reason, the research object, the research purpose and significance, the theoretical background and the research method, the question and the thought of the research. From the perspective of the emergence and attribution of progressive complex sentences and the distinction between Noumenon and L2 teaching, this paper summarizes the relevant studies. The second chapter uses HSK dynamic composition corpus to analyze the errors that occur in the use of progressive complex sentences by foreign students, differentiating the errors between the related markers and the sentence structure, and trying to explore the causes of the errors. The paper points out the errors in semantic relation and style, and points out that the progressive association markers can be used to solve the problem of errors from the perspective of semantic background analysis and stylistic analysis. The third chapter divides progressive correlation markers into two categories according to the syntactic position of progressive correlation markers: the former clause marker, the latter clause marker (including the two cases of "adhesion with the sentence" and "independent of the sentence") and the concurrent marker. Their semantic background is analyzed and described respectively. The results show that the semantic background of progressive association markers can be roughly divided into the "not only, Lian- also / du" category of the overall extreme, "not, but," the "even" category of extreme inference, "and" the type of supplementary explanation, The category of additional reasons for "besides", the class of "further" and the category of "even" multilevel progression. In addition, we focus on the relevant markers of semantic background overlap, such as "what's more" and "Don't say what's more", and try to explore the performance of the differences and the reasons for their differences. The fourth chapter aims to investigate the language style conditions of progressive association markers, describe the priority sequences of their use in spoken and written language by building their own corpus, and analyze the leading members. Finally, the typical members of spoken and written language are summed up by the method of contrast, and the stable sequence position and certain usage rate are classified into a common language, which provides convenience for teaching. Chapter five discusses the teaching of progressive correlation markers in second language teaching. Firstly, the author observes and evaluates the presentation of relevant teaching points in the teaching materials, and then applies the relevant conclusions of chapters three and four to the teaching design. The conclusion of the sixth chapter describes and summarizes the main points and shortcomings of this paper.
【学位授予单位】：山东大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H195.3
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