本文選題：漢語趨向補(bǔ)語　切入點(diǎn)：賓語位置　出處：《武漢大學(xué)》2011年博士論文　論文類型：學(xué)位論文

【摘要】：在對外漢語教學(xué)中,補(bǔ)語達(dá)八類之多,形式各異,用法復(fù)雜,且補(bǔ)語在教材中出現(xiàn)的頻率很高,補(bǔ)語的可能形式、否定形式都是令外國留學(xué)生感到頭疼的問題,同時(shí)也是第二語言習(xí)得研究領(lǐng)域比較關(guān)注的一個(gè)熱點(diǎn)。 趨向補(bǔ)語在漢語中是一種相對復(fù)雜的語法現(xiàn)象,而蒙古語中卻沒有補(bǔ)語。學(xué)習(xí)和掌握趨向補(bǔ)語,是蒙古學(xué)生漢語學(xué)習(xí)的重要內(nèi)容,也是他們學(xué)好漢語的重要基礎(chǔ)知識。因此,研究蒙古學(xué)生學(xué)習(xí)漢語補(bǔ)語,尤其是趨向補(bǔ)語的習(xí)得,對蒙古漢語理論研究及趨向補(bǔ)語的教學(xué)都有所幫助。 本文在前人研究語言事實(shí)的驗(yàn)證和描寫性分析的基礎(chǔ)上,對漢語趨向補(bǔ)語與蒙古語的相應(yīng)結(jié)構(gòu)進(jìn)行了較為系統(tǒng)的研究。首先,著重對趨向補(bǔ)語分類及趨向補(bǔ)語所表示的趨向意義進(jìn)行了對比；其次,分析描寫漢語趨向補(bǔ)語在蒙古語中的對應(yīng)形式；最后,對蒙古學(xué)生學(xué)習(xí)漢語趨向補(bǔ)語的偏誤進(jìn)行分析。 本文共分五部分。各章主要內(nèi)容如下： 第一章,主要介紹了本文的研究緣由、范圍及方法,前人相關(guān)研究成果以及本文的研究思路和價(jià)值并對不同領(lǐng)域涉及到的趨向補(bǔ)語的研究進(jìn)行了總結(jié)。 第二章,本人概述了趨向補(bǔ)語的立足點(diǎn)和分類。我們根據(jù)從上述(?)者們的研究發(fā)現(xiàn)趨向動(dòng)詞的性質(zhì)大部分跟它表示的意義有關(guān)。至今還沒確定好動(dòng)詞后的趨向動(dòng)詞怎么界定,所以本人對動(dòng)詞后趨向成分不做定性劃分,只對趨向補(bǔ)語進(jìn)行語義分類,這樣對蒙古學(xué)生學(xué)習(xí)漢語趨向補(bǔ)語及它的引申意義有好處。諸多學(xué)者對趨向補(bǔ)語進(jìn)行分類,本文支持朱德熙先生的劃分,并運(yùn)用“路徑”圖景模式對24個(gè)趨向補(bǔ)語的語義進(jìn)行了分析。 第三章,本文對趨向補(bǔ)語帶賓語的語法位置進(jìn)行了梳理。趨向補(bǔ)語在形式上是十分復(fù)雜的,有簡單趨向補(bǔ)語、復(fù)合趨向補(bǔ)語之分,復(fù)合趨向補(bǔ)語帶賓語又有多種位置關(guān)系。我們研究漢語簡單趨向補(bǔ)語及復(fù)合趨向補(bǔ)語在句中帶不同性質(zhì)的賓語時(shí)出現(xiàn)的語法位置,并描寫了制約賓語位置的因素。具體如下： (1)趨向補(bǔ)語是簡單還是復(fù)合形式的 (2)趨向補(bǔ)語表示的意義是基本義還是引申義的 (3)趨向補(bǔ)語所帶的賓語是處所詞還是定指或不定指的 (4)動(dòng)作表示已然還是未然的。 第四章,根據(jù)在上述三章研究知識基礎(chǔ)上對漢蒙語兩種語言進(jìn)行了對比分析,而且討論在蒙古語中漢語趨向補(bǔ)語的對應(yīng)表達(dá)方法。此部分突出點(diǎn)是在觀察和描寫漢語與蒙古語趨向動(dòng)詞的形式和意義異同性的基礎(chǔ)上在蒙古語中對應(yīng)的漢語趨向補(bǔ)語該如何表達(dá)。漢語和蒙古語都有趨向動(dòng)詞,也都有引申意義,但漢語趨向補(bǔ)語表達(dá)的意義,在蒙古語中與趨向動(dòng)詞并不完全對應(yīng),而采用其他表達(dá)方式。有時(shí)不必把趨向補(bǔ)語翻譯出來,而是根據(jù)其具體的意義譯出主要?jiǎng)釉~即可。 第五章,蒙古學(xué)生學(xué)習(xí)漢語趨向補(bǔ)語的偏誤分析。各類補(bǔ)語是蒙古學(xué)生學(xué)習(xí)漢語過程中偏誤率比較高的難點(diǎn)之一,其中趨向補(bǔ)語和賓語并存時(shí)的語序問題更為突出。因此,本人試圖在前人研究成果的基礎(chǔ)上,依據(jù)比較語言學(xué)的理論和方法在漢語趨向補(bǔ)語結(jié)構(gòu)和語義兩方面進(jìn)行研究,并通過調(diào)查試卷對蒙古學(xué)生學(xué)習(xí)趨向補(bǔ)語的過程及偏誤進(jìn)行分析并描寫偏誤分析的原因。 本人設(shè)計(jì)了漢語趨向補(bǔ)語的問卷,在蒙古國立大學(xué)和“奧特跟天”私立大學(xué)中文系的二年級至四年級的89名學(xué)生進(jìn)行調(diào)查。調(diào)查結(jié)果發(fā)現(xiàn),母語能夠產(chǎn)生正遷移的基本趨向意義和引申趨向意義習(xí)得情況較好,但是在母語里沒有對應(yīng)的結(jié)果意義習(xí)得情況不太理想的,被調(diào)查學(xué)生們的正確率仍然不高。總的說來,二年級學(xué)生對目的語語法規(guī)則和體系了解不那么多,常常盲目地依賴自己的母語,而造成的偏誤多種。三年級學(xué)生的漢語語法體系知識開始逐漸完善,學(xué)生對母語也逐漸有了比較客觀的認(rèn)識,大多數(shù)學(xué)生能選擇了正確答案。四年級學(xué)生的漢語語法規(guī)則的知識是全面提升的。大多數(shù)學(xué)生的考察項(xiàng)目的正確率都有大幅提高的形式。 根據(jù)調(diào)查分析了蒙古學(xué)生漢語趨向補(bǔ)語偏誤產(chǎn)生的原因,在此基礎(chǔ)上提出面向蒙古學(xué)生的教學(xué)建議及試圖提出蒙古學(xué)生漢語趨向補(bǔ)語的教學(xué)對策。
[Abstract]:In foreign language teaching, the complement of up to eight categories of many different forms, and the usage of complex, complement in the textbooks of high frequency, may form the complement, the negative form is to make foreign students feel headache, is also a hot research field of second language acquisition is concerned.
The directional complement is a relatively complex grammatical phenomenon in Chinese, Mongolian and without complement. Learn and master the directionalcomplement, Mongolia is an important part of students learning Chinese is also important, they learn the basic knowledge of Chinese language. Therefore, the research of Mongolia students learning Chinese complement, especially complement acquisition, help the Mongolia Chinese tend to complement the theoretical research and teaching.
This paper verified in previous study of language facts and descriptions on the basis of the analysis, the corresponding structure of directional complement in Chinese and Mongolian were studied. Firstly, compared emphatically to complement the classification and complement that trend significance; secondly, analysis and description of the Chinese tend to complement the corresponding form in Mongolian finally, in Mongolia; students studying Chinese Directional complement errors were analyzed.
This article is divided into five parts. The main contents of each chapter are as follows:
The first chapter mainly introduces the reasons, the scope and the method, the previous research results and the research ideas and values of this paper, and summarizes the research on Directional Complements in different fields.
The second chapter, I summarized and based on directional complement. We classified according to the (?) the researchers found that the properties of directional verbs with the meaning of most of it. Not yet determined how to define the directional verbs after the verb, so I tend to do after the verb composition classification, only to complement the semantic classification, such as directional complement and its extended meaning is good for Mongolia students. Many scholars classify directionalcomplement, this paper divided in support of Mr Zhu Dexi, and the use of "path" view model to analyze the 24 complement semantics.
The third chapter, the paper summarizes the complement with the object syntax position. The directional complement is very complicated in form, a simple directional complement, compound directionalcomplements points, compound directionalcomplements object and a variety of location. We study Chinese simple complement and compound directionalcomplements with different nature in the object of the sentence grammar position, and describes the factors restricting the object position as follows:
(1) the trend of complement is simple or complex
(2) the meaning of the tending to complement is the basic or the extended meaning.
(3) the object of a tending to a complement is a locative word or an indefinite or indefinite word.
(4) whether the action is still or not.
The fourth chapter in the three chapter according to the research of knowledge based on the contrastive analysis of Chinese and Mongolian two languages, and discuss the corresponding expression in Mongolian Chinese directionalcomplement method. This part is the basis of outstanding Chinese and Mongolian verbs describing the form and meaning of the similarities and differences in the observation and the corresponding in Mongolian the Chinese tend to complement the expression. Chinese and Mongolian have directional verbs also have extended meaning, but the Chinese tend to complement the expression significance in Mongolian language and directional verb is not the same, but with other expressions. Sometimes do not have to complement the translation, but according to the specific meaning of translation the main verb can be.
The fifth chapter, Mongolia students learning Chinese tend to complement the error analysis. All kinds of complement is Mongolia students learning Chinese in the process of error rate of difficulty is relatively high, the word order of the complement of direction and object when there is more prominent. Therefore, I try on the basis of previous research results, based on the theories and methods of comparative linguistics in the two aspects of Chinese Directional complement structure and semantic research, and the Mongolia students' learning process complement and error analysis and description of the reason of error analysis through the investigation papers.
I designed the Chinese tend to complement the questionnaire in Mongolia National University and private university with otter days "Chinese Department of the second grade to the fourth grade 89 students were surveyed. The survey found that native speakers can produce positive transfer of basic trend of the meaning and extended meaning acquisition trend is better, but in the language has no corresponding the significance of the acquisition is not ideal, is the correct rate of students is still not high. In general, the second grade students' understanding of the target language grammar rules and the system is not so much, often blindly rely on their native language, a variety of errors caused by the system of Chinese grammar knowledge. The third grade students start the tongue also gradually improved, students gradually have a more objective understanding, most of the students can select the correct answer. Chinese grammar rules of the fourth grade student's knowledge is the most comprehensive improvement. The accuracy of the students' inspection projects has been greatly improved.
Based on the investigation and analysis of the reasons for the errors of Chinese students' Directional Complements in Mongolia, this paper puts forward teaching suggestions for Mongolia students and tries to put forward the Teaching Countermeasures of Mongolia students' Chinese Directional Complements.

【學(xué)位授予單位】：武漢大學(xué)
【學(xué)位級別】：博士
【學(xué)位授予年份】：2011
【分類號】：H193

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