本文關(guān)鍵詞： 可逆句 主題-背景 二語(yǔ)習(xí)得順序　出處：《曲阜師范大學(xué)》2012年碩士論文　論文類型：學(xué)位論文

【摘要】：現(xiàn)代漢語(yǔ)中存在一類特殊的句式即可逆句，形式上的主賓換位對(duì)整個(gè)句子傳達(dá)的意義不會(huì)產(chǎn)生很大影響，可以說(shuō)基本意義保持不變，這在漢語(yǔ)中是一個(gè)很奇怪的現(xiàn)象，因?yàn)闈h語(yǔ)是特別注重語(yǔ)序的，而且語(yǔ)序是用來(lái)改變語(yǔ)法意義的一種很重要的形式。 這類特殊的句式也早已引起很多語(yǔ)言專家的注意，他們對(duì)其所包含句子的類型和意義，形成的原因等從各種角度進(jìn)行了探討，此外，新型語(yǔ)言理論，例如認(rèn)知語(yǔ)言學(xué)等也被用來(lái)解釋可逆句，并取得了一定的成果。本文對(duì)各家的觀點(diǎn)進(jìn)行了總結(jié)，尤其是可逆句包含的句式類型和句式意義，并從認(rèn)知語(yǔ)言的角度找出其中內(nèi)在的聯(lián)系，即在整體上掌握可逆句發(fā)展的軌跡，以便在對(duì)外漢語(yǔ)教學(xué)中找到最好的習(xí)得順序，幫助實(shí)際的教學(xué)活動(dòng)的順利開展。 在第二語(yǔ)言習(xí)得中，我們最為注重的是一種句式如何以學(xué)習(xí)者最容易接受的方式得到傳授，而可逆句雖然表面上看似無(wú)序可循，實(shí)際上在語(yǔ)境設(shè)置，觀察者角度方面存在類似點(diǎn)，同時(shí)，還展示出人們?cè)诹?xí)得此句式中，運(yùn)用了由具象到抽象的認(rèn)知順序，拿可逆句式中的動(dòng)詞來(lái)說(shuō)，由單純描述動(dòng)作的動(dòng)詞到描繪人類心理狀態(tài)的動(dòng)詞，這其中必定經(jīng)歷了一個(gè)逐漸的認(rèn)識(shí)和感悟過(guò)程，而且這些動(dòng)詞在一定程度上決定了句子可逆。 在認(rèn)知語(yǔ)言中，情景設(shè)置和觀察者的角度是考慮的重點(diǎn)。認(rèn)知是對(duì)大腦處理各種外來(lái)信息的概括，但外來(lái)信息的輸入角度度決定了大腦處理方式的選擇，所以對(duì)同一場(chǎng)景來(lái)說(shuō)，我們觀察的角度，決定了句子的輸出�？墒�，如果某一場(chǎng)景展現(xiàn)的狀態(tài)，對(duì)觀察者而言，是混合的，難以區(qū)分的，甚至成為一個(gè)難解的整體，那么最可能的結(jié)果就是無(wú)論角度如何轉(zhuǎn)換，，輸出的句子的表達(dá)意義都是相似的。 可逆句正體現(xiàn)了以上的解釋。 本文分為六章： 第一章：現(xiàn)狀研究綜述。主要從可逆句的定義，結(jié)構(gòu)，分類，表達(dá)意義，形成原因方面進(jìn)行綜述。包括階段研究概括和單獨(dú)針對(duì)可逆句分類，表達(dá)意義和成因的研究總結(jié)。 第二章簡(jiǎn)述本文的選題，研究思路和方法。 第三章：可逆句。主要描述其定義，句型，相應(yīng)意義。同時(shí)從認(rèn)知語(yǔ)言學(xué)角度—圖形背景理論對(duì)其內(nèi)在聯(lián)系進(jìn)行分析，同時(shí)試論其形成原因， 第四章：可逆句與主題—背景理論。 第五章：可逆句與二語(yǔ)習(xí)得理論。主要從第二語(yǔ)言習(xí)得順序進(jìn)行討論，首先得出在教學(xué)活動(dòng)中可逆句型的教學(xué)順序--按照由易到難的方式。 第六章：可逆句的對(duì)外漢語(yǔ)教學(xué)。
[Abstract]:In modern Chinese, there is a special kind of sentence that can be reversed, the formal principal and object transposition will not have a great impact on the meaning of the whole sentence, it can be said that the basic meaning remains unchanged. This is a strange phenomenon in Chinese, because Chinese pays special attention to word order, and word order is a very important form used to change grammatical meaning. This kind of special sentence structure has already attracted the attention of many language experts. They have discussed the types and meanings of the sentences they contain, the reasons for their formation, and so on, in addition, the new language theory. For example, cognitive linguistics is also used to explain reversible sentences, and some achievements have been made. This paper summarizes the various viewpoints of reversible sentences, especially the types of sentence types and the meaning of sentence patterns contained in reversible sentences. And from the perspective of cognitive language to find out the internal links, that is, in the overall grasp of the track of the development of reversible sentences, in order to find the best acquisition order in teaching Chinese as a foreign language. Help the actual teaching activities to carry out smoothly. In second language acquisition, what we pay most attention to is how a sentence pattern is taught in a way that learners are most receptive to, while reversible sentences, although seemingly disorderly, are actually set in context. At the same time, it also shows that people use the cognitive order from concrete to abstract in the acquisition of this sentence pattern, taking the verb of reversible sentence for example. From a verb that simply describes an action to a verb that depicts human mental state, it must have gone through a gradual process of cognition and perception, and to a certain extent these verbs determine the reversible sentence. In cognitive language, the perspective of situational setting and observer is the focus of consideration. Cognition is a summary of the brain processing of all kinds of foreign information, but the angle of input of foreign information determines the choice of processing mode of the brain. So for the same scene, the angle of view determines the output of the sentence. However, if the state of a scene is mixed to the observer, it is difficult to distinguish. Even as a whole, the most likely result is that the output sentence is similar in meaning no matter how the angle changes. The reversible sentence reflects the above explanation. This paper is divided into six chapters: The first chapter is a review of the present situation. It mainly summarizes the definition, structure, classification, expression meaning and formation reason of reversible sentence, including the stage research and the classification of reversible sentence. Summary of the study on the meaning and cause of expression. The second chapter briefly describes the topic, research ideas and methods. Chapter three: reversible sentence. It mainly describes its definition, sentence pattern and corresponding meaning. At the same time, it analyzes its internal relations from the perspective of cognitive linguistics-graphic background theory, and tries to discuss the causes of its formation. Chapter 4th: reversible sentences and theme-background theory. Chapter 5th: the theory of reversible sentence and second language acquisition. It is mainly discussed from the order of second language acquisition, and the teaching order of reversible sentence pattern in teaching activity is obtained in the way from easy to difficult. Chapter 6th: the Teaching of reversible sentences as a Foreign language.
【學(xué)位授予單位】：曲阜師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類號(hào)】：H195

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