本文選題：“連”字句 + 構式　； 參考：《重慶師范大學》2017年碩士論文

【摘要】：本文從對外漢語教學大綱、對外漢語教材、教師課堂教學三個方面調查了當前對外漢語教學中“連”字句的教學現(xiàn)狀。針對“連”字句教學現(xiàn)存問題,運用“構式-語塊”分析法對“連”字句進行了分析,認為“連”字句是構式。以理想化認知模型(Idealized Cognitive Model)為標準,判定“連”字句所表達事件的情理值,揭示“連”字句所表達的是主觀評注的低情理值事件。該構式義不能完全從其構成成分以及先前已有的構式中得到預測。本文對“連...都/也...”結構進行了定性:標記低情理值事件的構式框架。基于語料庫中檢索所得的真實語料,文章分析了真實語境中“連”字句的語義語用特征,并從語義角度將“連”字句分為三類下位構式:類推比較構式、反規(guī)則構式、襯托構式。在整體把握三類下位構式構式義的基礎上,分別分析了它們的內部語義配置,并概括了三類構式的語塊鏈。類推比較構式的語塊鏈為:連—比較要素—都/也—比較事件核心;反規(guī)則構式的語塊鏈為:連—規(guī)約對象—都/也—違規(guī)方式;襯托構式的語塊鏈為:連—襯托物—都/也—襯托事件核心。本文運用語料庫研究法,對三類“連”字句下位構式數(shù)量進行統(tǒng)計,分析了“連”字句的原型性,結論是:類推比較構式是使用率最高的“連”字句,其次是反規(guī)則構式,使用率最低的是襯托構式。因此,類推比較構式的原型性最高,反規(guī)則構式次之,襯托構式的原型性最低。該結論也得到了“連”字語法化已有研究成果的支撐�！斑B”字句原型性的研究為對外漢語教學中“連”字句的分層教學提供了依據(jù)。據(jù)此,本文第四章基于“構式-語塊”教學法對“連”字句進行了分層教學設計,以期為“連”字句教學提供新視角。
[Abstract]:This paper investigates the current situation of teaching Chinese as a foreign language from three aspects: outline of teaching Chinese as a foreign language, teaching materials for Chinese as a foreign language and classroom teaching for teachers. In view of the existing problems in the teaching of "Lian" sentence, this paper analyzes the "Lian" sentence by using the "structure-chunks" method, and thinks that the "Lian" sentence is a construction. According to the idealized Cognitive Model, the rational value of the event expressed in the "Lian" sentence is judged, and it is revealed that the "Lian" sentence expresses the event of low rational value of the subjective commentary. The construction meaning can not be completely predicted from its composition and previous constructions. In this paper, we discuss "Lian..." Both / also. " The structure is characterized as a construction frame that marks low-value events. Based on the real data retrieved from the corpus, this paper analyzes the semantic and pragmatic characteristics of "Lian" sentences in real context, and classifies them into three types of sub-construction from the semantic point of view: analogy comparative construction and reverse rule construction. Foil construction. Based on the overall understanding of the three kinds of lower constructions, this paper analyzes their internal semantic configuration and generalizes the chunks chain of the three types of constructions. The analogous comparative construction of the lexical chain is as follows: concatenation-comparison elements-both / also-the core of the comparative event, and the contrastive construction of the lexical chain as follows: the connection-specification object-du / also-violation mode; The block chain of the foil is: link-foil-both / and-against the core of the event. In this paper, we use corpus research method to analyze the archetype of three kinds of "continuous" sentences, and analyze the prototype of them. The conclusion is that the analogy comparative construction is the most used "continuous" sentence, and the second is the anti-rule construction. The lowest utilization rate is the foil construction. Therefore, the archetype of analogy comparison construction is the highest, the reverse rule construction is the second, and the contrast construction is the lowest. This conclusion is also supported by the existing research results of grammaticalization of the word "Lian". The study of the prototype of Lian sentence provides the basis for the stratified teaching of Lian sentence in teaching Chinese as a foreign language. Accordingly, the fourth chapter of this paper has carried on the stratified teaching design to the "Lian" sentence based on the "structure-chunks" teaching method, in order to provide a new angle of view for the "Lian" sentence teaching.
【學位授予單位】：重慶師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：H195.3

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本文編號：1815683