本文關(guān)鍵詞：漢越言說動詞對比研究　出處：《華中師范大學(xué)》2016年博士論文　論文類型：學(xué)位論文

  更多相關(guān)文章： 言說動詞 漢越對比 語義 語法 偏誤分析 教學(xué)建議

【摘要】：目前,動詞研究是漢語研究者關(guān)心的一個研究主體,其中頗受關(guān)注的就是動詞的次范疇研究。言說動詞是動詞中的一個小類,筆者將其作為研究對象,試圖對該類動詞的語義、語法、語用方面的特點進行考察,重點考察分析使用頻率較高的漢語言說動詞“說、講、談”,并與越南語中的相應(yīng)言說動詞進行對比分析。在此基礎(chǔ)上,筆者還考察了越南學(xué)生使用“說”“講”“談”三個漢語言說動詞的情況,并針對學(xué)生的偏誤特點提出了相應(yīng)的教學(xué)建議。具體包括以下內(nèi)容:第一,基于言語行為理論,筆者定義了現(xiàn)代漢語中的言說動詞,然后在研究孟琮等主編的《漢語動詞用法詞典》的基礎(chǔ)上,最終篩選出以下三個言說動詞:“談”、“說”、“講”來進行具體分析研究。此外,本文根據(jù)句法、語義和言語行為功能方面的分類標(biāo)準(zhǔn)為言說動詞分類。同時,本文也按相同的標(biāo)準(zhǔn)總結(jié)了越語言說動詞的定義與分類標(biāo)準(zhǔn)。第二,本文描寫并對比“談”、“說”、“講”三個言說動詞的詞義特征。然后跟越語言說動詞對應(yīng)詞進行對比。結(jié)果發(fā)現(xiàn)兩者之間有很大的共同點,也有一些小的差異。第三,本文將漢語言說動詞“說、講、談”跟越語對應(yīng)詞的語義搭配和語法功能進行對比。本文主要考察了言說動詞所搭配的受事、施事和與事三個必有語義成分。第四,本文對言說動詞“說、講、談”的構(gòu)詞情況與越南語進行了對比,找出它們的共同點和不同點。第五、本文重點考察了越南學(xué)生使用“說”“講”“談”三個言說動詞的情況。研究發(fā)現(xiàn),學(xué)生總體習(xí)得情況隨學(xué)習(xí)的深入而有所好轉(zhuǎn),但仍伴隨有遺漏、誤代、錯序等偏差錯誤類別。通過習(xí)得區(qū)間法、階段計分法、蘊含量表法的不同分析方法進行分析可以發(fā)現(xiàn),學(xué)生偏誤難度等級隨偏誤階段順序逐級遞增。偏誤的主要持征為:①動詞誤代是最主要的偏誤類型;②學(xué)習(xí)者的偏誤在不同母語背景的學(xué)習(xí)者中共同性較大:③常常容易誤代動詞為的漢語常用的中心詞。學(xué)生產(chǎn)生偏誤的原因包括:①漢語言說類動詞本身的復(fù)雜性,即言說類動詞意義相近、用法存在重疊;②學(xué)習(xí)者在習(xí)得過程中需借助母語或中介語,但教材、工具書等在詞義對譯解釋上存在交叉;③學(xué)習(xí)策略誤導(dǎo),學(xué)生會過渡泛化某些動詞的意義或用法。針對偏誤特征和原因,教學(xué)中應(yīng)當(dāng)注重學(xué)生正確詞匯習(xí)得觀的建立,適度增加教材漢語釋義,并對語義進行深度對比分析,在創(chuàng)設(shè)語境的基礎(chǔ)上讓學(xué)生體會近義詞之間的差異。而且,可適度借鑒語塊教學(xué)法,提高學(xué)生語言單位提取速度。
[Abstract]:At present, the study of verbs is a research subject concerned by Chinese researchers, among which the subcategory of verbs is concerned. Verbal verbs are a subclass of verbs, and the author regards them as the object of study. This paper attempts to investigate the semantic, grammatical and pragmatic characteristics of this kind of verbs, focusing on the analysis of the "say, say, talk, talk" verbs which are frequently used in the Chinese language. On the basis of this, the author also investigates the Vietnamese students' use of the verbs in the three Chinese languages of "saying" and "speaking". According to the characteristics of students' errors, the author puts forward the corresponding teaching suggestions, including the following: first, based on the speech act theory, the author defines the verbal verbs in modern Chinese. Then on the basis of studying the dictionary of Chinese verb usage edited by Meng Cong and others, the following three verbal verbs are selected: "talk", "say", "say", "speak" to carry on the concrete analysis and research. In addition. According to the classification criteria of syntactic, semantic and speech act function, this paper also summarizes the definition and classification standard of Yue language verb according to the same standard. This paper describes and contrasts the semantic features of the three verbal verbs "talking", "saying" and "saying". Then it compares them with the corresponding words of the verb in Yue language. The results show that there is a great deal of common ground between them. There are also some small differences. Thirdly, this paper compares the verb "say, talk, talk" with the semantic collocation and grammatical functions of the corresponding words in Vietnamese. In 4th, this paper compares the word-formation of the verbal verb "say, speak, talk" with Vietnamese, and finds out their common points and differences. 5th. This paper focuses on the Vietnamese students' use of "say", "speak" and "talk". The study shows that the students' overall acquisition improves with the deepening of their study, but there are still omissions and misinterpretations. Through the acquisition interval method, the stage scoring method, the implication scale method analysis of different analysis methods can be found. The degree of students' error difficulty increases step by step with the order of the error stage. The main feature of the error is that the verb error of 1: 1 is the most important type of error. 2Learner's bias is more common among learners with different native language backgrounds than that of learners with different native language backgrounds. It is often easy to mispronounce the verb as the central word in Chinese. The reasons for students' errors include:. (1) the complexity of saying verbs in Chinese. That is to say, the meaning of verbal verbs is similar, and the use of them is overlapped; (2) in the process of acquisition, learners need to use their mother tongue or interlanguage, but there are intersections in the interpretation of word meaning in textbooks and reference books; (3) the learning strategy is misleading and the students will overgeneralize the meaning or usage of some verbs. In view of the characteristics and reasons of errors, we should pay attention to the establishment of students' correct concept of vocabulary acquisition and appropriately increase the interpretation of Chinese in textbooks. The author makes a deep contrastive analysis of the semantics and makes students understand the differences between synonyms on the basis of the creation of context. Moreover, we can learn from the chunk teaching method appropriately and improve the speed of language unit extraction.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級別】：博士
【學(xué)位授予年份】：2016
【分類號】：H195

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