本文選題：因果連詞　切入點(diǎn)：語法對(duì)比　出處：《湖南師范大學(xué)》2013年碩士論文　論文類型：學(xué)位論文

【摘要】：漢語連詞的發(fā)展是隨著時(shí)間的推移而不斷變化的。作為漢語學(xué)習(xí)過程中一個(gè)重要的知識(shí)點(diǎn),連詞作用在于不僅僅可以連詞成句、成篇,而且對(duì)詞和詞之間、句與句之間、段與段之間的邏輯關(guān)系交代得清楚明了,是對(duì)外漢語教學(xué)中一個(gè)教學(xué)重點(diǎn)和難點(diǎn)。但是在現(xiàn)如今的語法研究中,對(duì)于連詞的研究多數(shù)還只是止步于對(duì)于漢語連詞本體的語用、教學(xué)研究,近年來出現(xiàn)了幾種意義相近的連詞之間的對(duì)比研究,鮮少有本體之外的對(duì)外漢語方向上的探索和教學(xué)建議。就中國當(dāng)前的發(fā)展程度以及世界上各國對(duì)于漢語的重視程度來說,如何可以更好的向外國人傳播漢語和漢文化,也成為了對(duì)外漢語研究者們目前要研究的重點(diǎn)。全文分為六個(gè)部分： 第一部分是緒論部分。首先對(duì)本文的選題緣由及意義進(jìn)行了闡述。分別概括了漢語學(xué)界對(duì)連詞“于是”和“所以”的研究和對(duì)外漢語學(xué)界對(duì)二者的教法探究情況。并對(duì)本文研究范圍的選定、采用的研究方法、研究理論以及語料來源進(jìn)行了解釋說明。大致交代了本文的基本研究思路。 第二部分從語法的三個(gè)平面中的句法層面對(duì)兩個(gè)連詞進(jìn)行分析,特別是從“于是”和“所以”的古今語法演變來分析二者語法特征。通過分析二者由先秦時(shí)所表示的語法涵義和位置特點(diǎn)到現(xiàn)代漢語的演變過程得出現(xiàn)如今二者的句法功能和組合功能的異同。 第三部分是在語義層面上對(duì)“于是”和“所以”進(jìn)行對(duì)比分析,包括二者出現(xiàn)時(shí)的句子時(shí)態(tài)、動(dòng)靜態(tài)的對(duì)比。筆者找了大量的例句對(duì)二者語義上的相似性和區(qū)別進(jìn)行分析和說明。 第四部分通過對(duì)“于是”和“所以”作為話語標(biāo)記,以及在知行域和承接范圍上的異同來區(qū)分二者在語用層面上的不同。在本章節(jié)的最后,筆者通過一個(gè)表格把二者在句法、語義和語用上的區(qū)別進(jìn)行了總結(jié)。 第五部分通過問卷調(diào)查和語料庫中的搜集材料,總結(jié)出外國學(xué)生產(chǎn)生的偏誤類型原因,并從母語負(fù)遷移、話語標(biāo)記的角度以及使用的過度泛化等因素進(jìn)行了偏誤分析。同時(shí),針對(duì)外國學(xué)生產(chǎn)生偏誤的類型和原因,對(duì)連詞“于是”和“所以”的課堂教學(xué)和教材編寫提出了一些建議,以期對(duì)教學(xué)提供幫助。 第六部分也就是最后一部分,是對(duì)整篇文章出現(xiàn)的問題以及仍有待解決的問題做了總結(jié)。
[Abstract]:The development of Chinese conjunctions is constantly changing with the passage of time. As an important knowledge point in the process of learning Chinese, the function of conjunctions is that they can not only be conjunctions into sentences, but also between words and words, between sentences and sentences. The logical relationship between paragraphs is clearly explained and is a key and difficult point in teaching Chinese as a foreign language. However, in today's grammatical studies, the study of conjunctions is mostly confined to the pragmatics of Chinese conjunctions. In recent years, there have been several comparative studies of conjunctions with similar meanings in teaching research. There are few explorations and teaching suggestions on the direction of Chinese as a foreign language beyond the Noumenon. How can we better disseminate Chinese and Chinese culture to foreigners in terms of the current level of development in China and the importance attached to Chinese by countries all over the world? This paper is divided into six parts:. The first part is the introduction part. Firstly, it expounds the reason and significance of this thesis. It summarizes the research of conjunctions "so" and "so" and the teaching methods of them in the field of Chinese as a foreign language. And the selection of the scope of this study, The research method, the theory and the source of the corpus are explained, and the basic research ideas of this paper are explained. The second part analyzes two conjunctions from the syntactic level in three planes of grammar. Especially from the evolution of the grammar of "so" and "so" to analyze their grammatical characteristics. By analyzing the evolution process of the grammatical meaning and position of the two from the pre-Qin Dynasty to modern Chinese, it is concluded that the present and the present are the two. The similarities and differences between syntactic function and combinational function. The third part is a comparative analysis of "so" and "so" at the semantic level, including the sentence tenses when they appear. The author finds a lot of examples to analyze and explain the semantic similarities and differences between them. The 4th part distinguishes the pragmatic differences between "so" and "so" as discourse markers, as well as the similarities and differences in the domain of knowledge and the scope of acceptance. At the end of this chapter, the author uses a table to distinguish the two in syntax. The differences between semantics and pragmatics are summarized. Part 5th summarizes the causes of errors in foreign students by means of questionnaires and corpus data, and analyzes them from the perspective of negative transfer of mother tongue, the perspective of discourse markers and the overgeneralization of language use. Aiming at the types and causes of foreign students' errors, this paper puts forward some suggestions on the classroom teaching and textbook compilation of conjunctions "so" and "so" in order to provide help for teaching. The 6th part is the last part, it summarizes the problems that appear in the whole article and the problems that still need to be solved.
【學(xué)位授予單位】：湖南師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類號(hào)】：H195.3

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 魏達(dá)純;“所以”在六本古籍中的演變考察[J];古漢語研究;1998年02期

2 陳秀蘭;也談連詞“所以”產(chǎn)生的時(shí)代[J];古漢語研究;1998年03期

3 胡曉萍;;先秦漢語中的連詞“于(於)是”[J];綏化學(xué)院學(xué)報(bào);2008年01期

4 王鴻濱;《春秋左傳》中“所以”和“是以”試析[J];商洛師范�？茖W(xué)校學(xué)報(bào);2001年03期

5 張建;;漢語標(biāo)記配套型并列結(jié)構(gòu)時(shí)間關(guān)聯(lián)特征的象似性[J];世界漢語教學(xué);2013年01期

6 胡裕樹 ,范曉;試論語法研究的三個(gè)平面[J];新疆師范大學(xué)學(xué)報(bào)(社會(huì)科學(xué)版);1985年02期

7 趙運(yùn)普;說“于是”——兼談順承、因果復(fù)句的劃界[J];新鄉(xiāng)師范高等�？茖W(xué)校學(xué)報(bào);2001年01期

8 張亞茹;;“于是”句的多角度分析[J];云南師范大學(xué)學(xué)報(bào)(對(duì)外漢語教學(xué)與研究版);2008年01期

9 張萬起;;連詞“所以”產(chǎn)生的時(shí)代[J];語文研究;1984年04期

10 趙新;“因此、于是、從而”的多角度分析[J];語文研究;2003年01期

相關(guān)博士學(xué)位論文 前1條

1 劉麗艷;口語交際中的話語標(biāo)記[D];浙江大學(xué);2005年

相關(guān)碩士學(xué)位論文 前8條

1 孟小煒;留學(xué)生漢語轉(zhuǎn)折關(guān)系連詞習(xí)得偏誤分析[D];上海師范大學(xué);2011年

2 柳茜;對(duì)外漢語教學(xué)中的連詞教學(xué)現(xiàn)狀及對(duì)策[D];西北師范大學(xué);2011年

3 姚真東;鋰硫二次電池水性粘結(jié)劑[D];上海交通大學(xué);2012年

4 倪重陽;現(xiàn)代漢語因果連詞研究[D];華中師范大學(xué);2008年

5 酈超_g;中高級(jí)階段漢語學(xué)習(xí)者連詞的使用情況分析及教學(xué)對(duì)策研究[D];華東師范大學(xué);2009年

6 李莉;基于對(duì)外漢語教學(xué)的連詞系統(tǒng)研究[D];魯東大學(xué);2012年

7 鄧蓉;基于對(duì)外漢語教學(xué)的連詞“和”研究[D];湖南師范大學(xué);2012年

8 李汶jf;泰國學(xué)生漢語常用連詞偏誤分析[D];廣西大學(xué);2012年

，

本文編號(hào)：1634437