發(fā)布時(shí)間：2018-04-15 08:26

  本文選題：框式結(jié)構(gòu) + 主觀性�。� 參考：《四川外國(guó)語(yǔ)大學(xué)》2017年碩士論文

【摘要】：漢語(yǔ)中存在大量框式結(jié)構(gòu),如“不A不B”、“連A也/都B”等,這些框式結(jié)構(gòu)在形式上由可變項(xiàng)和不變項(xiàng)共同組成,且不變項(xiàng)制約著可變項(xiàng),二者共同構(gòu)成框式結(jié)構(gòu)的整體意義。在語(yǔ)言交際中,往往有其特殊的語(yǔ)用之意,尤其能夠突出說(shuō)話人的主觀情感。在對(duì)外漢語(yǔ)教學(xué)中,也成為留學(xué)生喜聞樂(lè)見(jiàn)的表達(dá)方式,但因框式結(jié)構(gòu)的結(jié)構(gòu)和意義都具有高度的凝練性,對(duì)于缺乏漢語(yǔ)語(yǔ)感的留學(xué)生來(lái)說(shuō),理解起來(lái)較為困難,因而讓他們熟悉并盡快掌握漢語(yǔ)中的框式結(jié)構(gòu)也成為對(duì)外漢語(yǔ)教學(xué)中的難點(diǎn)。本文選取口語(yǔ)教學(xué)中的經(jīng)典教材——《漢語(yǔ)口語(yǔ)速成》,并借鑒前人研究成果,按照框式結(jié)構(gòu)的鑒別標(biāo)準(zhǔn)提取教材中的框式結(jié)構(gòu),結(jié)合構(gòu)式語(yǔ)法理論、主觀性理論、主觀量理論,將框式結(jié)構(gòu)分為“主觀性框式結(jié)構(gòu)”和“主觀量框式結(jié)構(gòu)”,每一大類下又依照結(jié)構(gòu)突顯的意義分為不同小類。并對(duì)分類出現(xiàn)的問(wèn)題進(jìn)行了探討,即主觀性主觀量的標(biāo)準(zhǔn)存在模糊性,同時(shí)框式結(jié)構(gòu)本身發(fā)展不平衡也造成了分類不精準(zhǔn),提出從心理學(xué)、與其他語(yǔ)言的主觀性對(duì)比和哲學(xué)角度研究主觀性,同時(shí)也要加強(qiáng)對(duì)框式結(jié)構(gòu)個(gè)案的研究,以便為框式結(jié)構(gòu)理論研究提供方便。在第四章,對(duì)《漢語(yǔ)口語(yǔ)速成》系列教材中框式結(jié)構(gòu)的注釋問(wèn)題進(jìn)行總結(jié),集中在對(duì)框式結(jié)構(gòu)缺乏深入研究導(dǎo)致注釋不準(zhǔn)確和注釋語(yǔ)言不精準(zhǔn)兩個(gè)方面,并依據(jù)此提出了注釋時(shí)應(yīng)注意的事項(xiàng),最后,本文簡(jiǎn)述了在框式結(jié)構(gòu)的教學(xué)時(shí),應(yīng)樹(shù)立語(yǔ)塊意識(shí),變換由結(jié)構(gòu)到意義的傳統(tǒng)教學(xué)方法,更應(yīng)注重其意義的教學(xué),尤其是語(yǔ)用意義的滲透,有助于學(xué)習(xí)者更好掌握框式語(yǔ)�？蚴浇Y(jié)構(gòu)是漢語(yǔ)口語(yǔ)中大量存在的一種結(jié)構(gòu),研究框式結(jié)構(gòu),不僅能夠豐富漢語(yǔ)研究的范圍,也能夠有助于漢語(yǔ)的理論和方法研究,同時(shí)對(duì)對(duì)外漢語(yǔ)口語(yǔ)教學(xué)也有指導(dǎo)意義,幫助學(xué)習(xí)者能夠更熟練地使用漢語(yǔ)。
[Abstract]:There are a large number of frame structures in Chinese, such as "not A not B", "even A also / du B" and so on. These frame structures are formally composed of variables and invariants, and invariants restrict variables.The two constitute the whole meaning of frame structure.In language communication, there is a special pragmatic meaning, especially can highlight the subjective feelings of the speaker.In the teaching of Chinese as a foreign language, it has also become a popular expression for foreign students, but because the structure and significance of the frame structure are highly condensed, it is more difficult for foreign students who lack a sense of Chinese language to understand it.Therefore, to make them familiar with and grasp the frame structure of Chinese as soon as possible has become a difficulty in teaching Chinese as a foreign language.In this paper, we choose the classic teaching material of oral English-"accelerated Chinese Oral language", and draw lessons from the previous research results, extract the frame structure in the textbook according to the criterion of the identification of frame structure, combine the theory of construction grammar, subjectivity theory, subjective quantity theory, etc.The frame structure is divided into subjective frame structure and subjective quantity frame structure.The problems of classification are discussed, that is, the criterion of subjective quantity is fuzzy, and the unbalanced development of frame structure also causes the classification to be inaccurate.In contrast with the subjectivity of other languages and from the philosophical point of view, it is necessary to strengthen the case study of frame structure so as to provide convenience for the study of frame structure theory.In the fourth chapter, the paper summarizes the annotation problems of frame structure in the series of textbooks, focusing on two aspects: the inaccuracy of annotation and the inaccuracy of annotation language due to the lack of in-depth study on frame structure.Based on this, the paper puts forward some points that should be paid attention to in the annotation. Finally, this paper briefly states that in the teaching of frame structure, we should set up a chunks consciousness, change the traditional teaching method from structure to meaning, and pay more attention to the teaching of its meaning.In particular, the penetration of pragmatic meaning helps learners to master frame language better.Frame structure is a kind of structure existing in spoken Chinese. The study of frame structure not only enriches the scope of Chinese research, but also contributes to the study of Chinese theory and method, and also has instructive significance to the teaching of spoken Chinese as a foreign language.Help learners to use Chinese more skillfully.
【學(xué)位授予單位】：四川外國(guó)語(yǔ)大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：H195.4

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