本文選題：個體量詞 + 漢語和泰語對比��； 參考：《北京語言大學》2009年博士論文

【摘要】：量詞一般分為名量詞和動量詞兩類。名量詞又分為個體量詞和非個體量詞(指度量衡量詞、臨時量詞、不定量詞等)。非個體量詞是世界各語言共有的,而個體量詞才是漢藏語系中特有的語言現(xiàn)象之一。近幾十年來,隨著語言類型學、認知語言學理論的興起,以及語法化理論等研究理論的深入,個體量詞特有的研究價值逐漸顯現(xiàn)出來,成為研究的熱點之一。漢語和泰語都屬于漢藏語系量詞豐富的語言,運用語言學相關理論來研究兩種語言個體量詞的共性和個性特征,有助于進一步了解個體量詞的本質特征,對量詞教學也有一定的參考價值。 本論文從漢語和泰語個體量詞的基本功能對比入手,考察漢、泰語個體量詞在來源、分類和句法功能等方面的共性與個性特征。借助認知語言學理論來探討量詞的語義范疇與民族思維和認知方式的關系,考察兩種語言個體量詞的語法化過程,最后通過《漢語中介語語料庫系統(tǒng)》和問卷調查,來考察泰國學生學習漢語個體量詞的偏誤情況,并借助第二語言習得的相關理論來揭示造成偏誤的原因,針對泰國學生量詞教學提出幾點行之有效的教學對策。本論文的主要工作(創(chuàng)新點)歸納為以下五個方面: (1)開闊漢、泰語量詞對比研究的新思路。本論文從共時和歷時角度,運用認知語言學理論,對漢、泰語個體量詞進行動態(tài)研究。盡量發(fā)掘出單一語言研究觀察不到的新問題,并進一步認識到個體量詞的本質特征。 (2)從共時和歷時的角度出發(fā),根據(jù)語源資料,考察了泰語特有的“拷貝型量詞”的形成及發(fā)展過程。證明了“拷貝型量詞”不是泰語系統(tǒng)中的原始形式,而是有了通用量詞之后才逐漸發(fā)展起來的。 (3)借助認知語言學的“原型理論”和“隱喻、轉喻理論”來揭示泰語和漢語個體量詞語義范疇的發(fā)展過程,以及所反映的民族思維與認知方式。 (4)借助認知語言學的“有界”、“無界”理論來揭示漢語和泰語個體量詞語法化的歷程,以及最終演變?yōu)橹~的路徑和動因。 (5)通過《漢語中介語語料庫系統(tǒng)》和問卷調查,考察泰國學生學習漢語個體量詞的偏誤情況(分別為:語義、認知、語法三大類偏誤),并借助第二語言習得的相關理論來揭示產生偏誤的原因。同時提醒對外漢語教師注意學生可能出現(xiàn)的偏誤,并提出了幾點效的有關量詞的教學對策。
[Abstract]:Quantifiers are generally classified into two categories: nominal-classifier and verb-classifier. Noun classifiers are divided into individual classifiers and non-individual classifiers (I. e., weighing and measuring words, temporary quantifiers, indefinite quantifiers and so on). Non-individual quantifiers are common to all languages in the world, and individual quantifiers are one of the unique linguistic phenomena in Chinese and Tibetan languages. In recent decades, with the development of linguistic typology, cognitive linguistics theory and grammaticalization theory, the research value of individual quantifier has gradually emerged, and has become one of the research hotspots. Both Chinese and Thai belong to the rich language of Chinese and Tibetan classifiers. It is helpful to further understand the essential characteristics of individual classifiers to study the commonness and individual characteristics of individual classifiers in the two languages by using the relevant linguistic theories. Also has certain reference value to the quantifier teaching. Starting with the comparison of the basic functions of individual quantifiers in Chinese and Thai, this paper investigates the commonness and individuality of individual quantifiers in Chinese and Thai in terms of source, classification and syntactic functions. With the help of cognitive linguistics theory, this paper probes into the relationship between the semantic category of quantifiers, national thinking and cognitive style, investigates the grammaticalization process of individual quantifiers in the two languages, and finally makes use of the Chinese Interlanguage Corpus system and the questionnaire survey. To investigate the errors of Thai students in learning Chinese individual classifiers, and with the help of the relevant theories of second language acquisition, to reveal the causes of errors, and to put forward some effective teaching countermeasures for Thai students' classifier teaching. The main work of this thesis is summarized as follows: 1) A new way of contrastive study of Chinese and Thai quantifiers. From synchronic and diachronic perspectives, this thesis makes a dynamic study of individual quantifiers in Chinese and Thai by means of cognitive linguistics. We try to find out some new problems which can not be observed in the study of single language, and further recognize the essential characteristics of individual quantifiers. (2) from the perspective of synchronic and diachronic, according to the etymological data, This paper examines the formation and development process of "copy quantifiers", which is unique to Thai. It is proved that "copy quantifier" is not the original form in the Thai language system, but developed gradually after the existence of universal quantifiers. Metonymy theory "to reveal the development process of semantic category of individual classifiers in Thai and Chinese, as well as the reflection of national thinking and cognitive style. 4) with the help of the" bounded "of cognitive linguistics. The theory of "unbounded" reveals the process of grammaticalization of individual quantifiers in Chinese and Thai, and the path and motivation of their evolution into auxiliary words. This paper investigates the errors of individual quantifiers in Thai students (semantic, cognitive and grammatical), and reveals the causes of errors with the help of the relevant theories of second language acquisition. At the same time, it reminds teachers of Chinese as a foreign language to pay attention to students' possible errors, and puts forward some effective teaching countermeasures about quantifiers.
【學位授予單位】：北京語言大學
【學位級別】：博士
【學位授予年份】：2009
【分類號】：H146

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