發(fā)布時(shí)間：2018-12-22 09:08

【摘要】： “致使”概念是人類(lèi)客觀世界中普遍存在的,它反映到語(yǔ)言中會(huì)形成各類(lèi)致使句。現(xiàn)代漢語(yǔ)致使句主要是漢民族通過(guò)各種語(yǔ)法手段表示各種致使意義的句式。關(guān)于現(xiàn)代漢語(yǔ)致使句的具體內(nèi)涵及外延,在前人研究中有各種不同的見(jiàn)解�，F(xiàn)代漢語(yǔ)的各類(lèi)致使句在韓語(yǔ)中有不同的表達(dá)方式。漢韓兩個(gè)民族在“致使”問(wèn)題上有相同之處也有差異之處。本文通過(guò)現(xiàn)代漢語(yǔ)致使句與韓語(yǔ)相關(guān)句式的比較,試圖理清現(xiàn)代漢語(yǔ)致使句的語(yǔ)法特點(diǎn),探究漢韓兩民族對(duì)致使問(wèn)題的認(rèn)知方式,找出韓國(guó)人習(xí)得現(xiàn)代漢語(yǔ)致使句的偏誤特點(diǎn),進(jìn)而總結(jié)漢語(yǔ)致使句學(xué)習(xí)的方法、方式。各部分的主要內(nèi)容如下： 前言部分概述了“現(xiàn)代漢語(yǔ)致使句與韓語(yǔ)相關(guān)句式比較”的研究目的、研究方法、研究意義與語(yǔ)料來(lái)源。 第一章對(duì)于前人研究進(jìn)行了綜述。通過(guò)梳理前人對(duì)現(xiàn)代漢語(yǔ)致使句的研究與分析,指出當(dāng)今中國(guó)學(xué)界對(duì)于致使用法的各類(lèi)不同看法。進(jìn)而對(duì)韓國(guó)語(yǔ)致使用法先賢的研究進(jìn)行了綜述,對(duì)韓國(guó)語(yǔ)致使法不同定義進(jìn)行劃分,并整理出清楚的圖表。 第二章說(shuō)明了漢韓致使句的概況。具體介紹了漢語(yǔ)致使句的六大部分以及韓國(guó)語(yǔ)致使用法的三種主要類(lèi)型。韓國(guó)語(yǔ)中的第一類(lèi)致使為派生致使,第二類(lèi)致使為詞匯致使,第三類(lèi)致使則為句法致使。 第三章重點(diǎn)分析了漢語(yǔ)致使句與韓國(guó)語(yǔ)致使句的對(duì)比后的異同�，F(xiàn)代漢語(yǔ)致使句包括六大部分,這六個(gè)部分翻譯為韓國(guó)語(yǔ)的方法和途徑。同時(shí)還對(duì)于譯文與漢語(yǔ)原文有何異同進(jìn)行了深入研究。 第四章以應(yīng)用語(yǔ)言學(xué)為基礎(chǔ),通過(guò)實(shí)例探討如何將上述各章的結(jié)論應(yīng)用于對(duì)外漢語(yǔ)教學(xué)的實(shí)踐。針對(duì)初中級(jí)漢語(yǔ)中習(xí)得致使用法的具體教學(xué)法,試圖找出學(xué)習(xí)漢語(yǔ)的韓國(guó)人將現(xiàn)代漢語(yǔ)致使句譯為韓國(guó)語(yǔ)時(shí)的翻譯習(xí)慣和錯(cuò)誤,并對(duì)此進(jìn)行了深入分析。最后提出了教學(xué)法的改善意見(jiàn),進(jìn)而制作了合理有效的教案。
[Abstract]:The concept of causation is ubiquitous in the objective world of human beings, and it reflects the formation of various causative sentences in language. Modern Chinese causative sentences are mainly used by Han nationality to express various causative meanings by various grammatical means. There are different opinions on the connotation and extension of causative sentence in modern Chinese. All kinds of causative sentences in modern Chinese have different expressions in Korean. There are similarities and differences between Han and Korean in "causation". This paper attempts to clarify the grammatical characteristics of modern Chinese causative sentences by comparing them with those of Korean, to explore the cognitive mode of causative problems between Chinese and Korean, and to find out the characteristics of errors in Korean acquisition of modern Chinese causative sentences. Then summarize the methods and ways of learning Chinese causative sentences. The main contents of each part are as follows: the foreword summarizes the research purpose, research method, significance and data source of "the comparison of causative sentence and Korean related sentence structure in Modern Chinese". The first chapter summarizes the previous studies. By combing the previous research and analysis of causative sentences in modern Chinese, this paper points out that there are different views on causative usage in Chinese academic circles. Then it summarizes the research of Korean causative usages, classifies different definitions of Korean causative law, and arranges clear charts. The second chapter explains the general situation of Chinese and Korean causative sentences. It introduces six parts of Chinese causative sentence and three main types of Korean causative usage. In Korean, the first cause is derived cause, the second is lexical causation, and the third is syntactic causation. The third chapter analyzes the similarities and differences between Chinese causative sentence and Korean causative sentence. Modern Chinese causative sentence consists of six parts, and the six parts are translated into Korean. At the same time, the author also makes an in-depth study on the similarities and differences between the translation and the Chinese original text. Chapter four, based on applied linguistics, discusses how to apply the conclusions of the above chapters to the practice of teaching Chinese as a foreign language. Aiming at the concrete teaching method of the acquisition of causative usage in the junior and middle levels of Chinese, this paper attempts to find out the translation habits and errors of Korean causative sentences in modern Chinese when they learn Chinese, and makes an in-depth analysis of them. Finally, the author puts forward some suggestions to improve the teaching method, and then makes a reasonable and effective teaching plan.
【學(xué)位授予單位】：復(fù)旦大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2009
【分類(lèi)號(hào)】：H146

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