漢越復(fù)句關(guān)聯(lián)標(biāo)記模式比較
發(fā)布時(shí)間:2018-04-17 03:02
本文選題:漢語復(fù)句 + 越南語復(fù)句 ; 參考:《華中師范大學(xué)》2012年博士論文
【摘要】:關(guān)聯(lián)標(biāo)記在復(fù)句中有著非常重要的作用,但是過去的研究學(xué)者對關(guān)聯(lián)標(biāo)記的研究比較薄弱。近些年來對漢語復(fù)句關(guān)聯(lián)標(biāo)記的研究比較多,但越南語專門研究復(fù)句關(guān)聯(lián)標(biāo)記的成果比較少;诖,本論文選取漢語與越南語復(fù)句的關(guān)聯(lián)標(biāo)記為研究對象,此后進(jìn)行對比。本論文中我們借鑒了復(fù)句研究的豐碩成果,以語言類型學(xué)和聯(lián)系項(xiàng)原則為指導(dǎo),細(xì)致描寫漢越兩種語言復(fù)句的關(guān)聯(lián)標(biāo)記,具體分析關(guān)聯(lián)標(biāo)記復(fù)句中的位置,考察關(guān)聯(lián)標(biāo)記模式及關(guān)聯(lián)標(biāo)記模式的優(yōu)先序列。 本文包括以下幾方面的內(nèi)容: 引言部分,分析與本文有關(guān)的中越兩國研究現(xiàn)狀,同時(shí)解釋與本文有關(guān)的概念定義;說明本文使用的主要研究理論方法和語料來源。對本文復(fù)句的研究范圍、關(guān)聯(lián)標(biāo)記的分類,關(guān)聯(lián)標(biāo)記模式的類型做了界定。本文的復(fù)句關(guān)聯(lián)標(biāo)記包括詞語以及超詞形式,關(guān)聯(lián)標(biāo)記模式包括居中粘結(jié)式、居端依賴式和前后配套式三種模式。 第一章到第六章,本文對漢越并列復(fù)句、漢越語遞進(jìn)復(fù)句、漢越選擇復(fù)句、漢越轉(zhuǎn)折復(fù)句、漢越條件復(fù)句、漢越因果復(fù)句的關(guān)聯(lián)標(biāo)記及關(guān)聯(lián)標(biāo)記模式進(jìn)行考察,得出結(jié)果之后探討并比較關(guān)聯(lián)標(biāo)記模式特征。 第七章,分析漢語順承復(fù)句、假設(shè)復(fù)句、讓步復(fù)句的關(guān)聯(lián)標(biāo)記及關(guān)聯(lián)標(biāo)記模式、此后提出每類復(fù)句關(guān)聯(lián)標(biāo)記的模式特征。 第八章,考察越南語目的復(fù)句、比較復(fù)句、相反復(fù)句的關(guān)聯(lián)標(biāo)記與關(guān)聯(lián)標(biāo)記模式、此后提出每類復(fù)句關(guān)聯(lián)標(biāo)記的模式特征。 第九章中,我們根據(jù)“關(guān)聯(lián)標(biāo)記能否居中”、“關(guān)聯(lián)標(biāo)記可不可以放在前分句”、“關(guān)聯(lián)標(biāo)記能否出現(xiàn)在后句主語的后邊”這三個(gè)標(biāo)準(zhǔn),研究了漢語與越南語每類復(fù)句關(guān)聯(lián)標(biāo)記的居中程度序列,簡單描述了漢語與越南語居中程度序列的特點(diǎn),此后總結(jié)出每類復(fù)句關(guān)聯(lián)標(biāo)記居中程度序列的等級(jí)是不完全相同的,居中能力最強(qiáng)的關(guān)聯(lián)標(biāo)記的數(shù)量也是不同的。 第十章中,根據(jù)前九章的研究結(jié)果,我們分析了越南留學(xué)生學(xué)習(xí)漢語復(fù)句關(guān)聯(lián)標(biāo)記的常見錯(cuò)誤;指出了偏誤的產(chǎn)生原因并提出了一些針對越南留學(xué)生的教學(xué)建議。 結(jié)語部分,總結(jié)本文研究的主要內(nèi)容,得出的主要結(jié)論。通過漢越復(fù)句的關(guān)聯(lián)標(biāo)記模式的研究,可以得到漢越復(fù)句的關(guān)聯(lián)標(biāo)記模式的總體特征,為“模式齊全,以居中粘結(jié)式和前后配套式為主”。
[Abstract]:Relevance markers play a very important role in complex sentences, but previous researches on association markers are relatively weak.In recent years, there are many researches on Chinese complex sentence correlation markers, but there are few achievements in Vietnamese.Based on this, this thesis selects Chinese and Vietnamese complex sentence correlation markers as the research object, and then compares them.In this paper, we draw lessons from the fruitful achievements of the study of complex sentences. Guided by the principles of typology and association terms, we carefully describe the relative markers of complex sentences in both Chinese and Vietnamese languages, and analyze the position of the related markers in complex sentences.To investigate the priority sequence of association marker pattern and association marker pattern.This article includes the following aspects:In the foreword part, the author analyzes the current research situation of China and Vietnam, and explains the definition of concepts related to this paper, as well as the main theoretical methods and corpus sources used in this paper.This paper defines the research scope of complex sentences, the classification of associated markers and the types of patterns of association markers.In this paper, the associative markers of complex sentences include words and superwords, and the patterns of associative markers include three modes: central cohesive mode, terminal dependent pattern and front and rear matching pattern.From the first chapter to the sixth chapter, this paper investigates the correlation markers and the patterns of correlation markers of Sino-Vietnamese parallel complex sentences, Sino-Vietnamese progressive complex sentences, Sino-Vietnamese selective complex sentences, Sino-Vietnamese turning complex sentences, Sino-Vietnamese conditional complex sentences, Sino-Vietnamese causality complex sentences, and Sino-Vietnamese causality complex sentences.After the results were obtained, the characteristics of the associated marker pattern were discussed and compared.In the seventh chapter, we analyze Chinese concomitant complex sentences, hypothesized complex sentences, concessional complex sentences' relevance markers and the patterns of correlation markers, and then propose the pattern characteristics of each kind of complex sentence's association markers.In chapter 8, we investigate the objective complex sentences in Vietnamese, compare the correlation markers and the patterns of the correlation markers of the opposite complex sentences, and then propose the pattern characteristics of each kind of complex sentence correlation markers.In Chapter 9, according to the criteria of "whether the associated marker can be centered", "whether the associated marker can be placed in the preceding clause", and "whether the associated marker can appear at the end of the subject of the following sentence",This paper studies the intermediate degree sequence of each kind of complex sentence correlation marker in Chinese and Vietnamese, describes the characteristics of the intermediate degree sequence between Chinese and Vietnamese, and concludes that the level of the intermediate degree sequence of each kind of complex sentence correlation marker is not exactly the same.The number of association markers that are most powerful in intermediation is also different.In Chapter 10, according to the results of the first nine chapters, we analyze the common errors in learning Chinese complex sentence correlation markers for Vietnamese students, point out the causes of the errors and put forward some teaching suggestions for Vietnamese students.The conclusion part summarizes the main contents of this paper and draws the main conclusions.Through the research of the correlation marker pattern of Chinese and Vietnamese complex sentences, we can get the overall characteristics of the correlation marker pattern of Chinese and Vietnamese complex sentences, which is: "the pattern is complete, the main pattern is the middle cohesive pattern and the front and rear matching pattern".
【學(xué)位授予單位】:華中師范大學(xué)
【學(xué)位級(jí)別】:博士
【學(xué)位授予年份】:2012
【分類號(hào)】:H146;H44
【引證文獻(xiàn)】
相關(guān)碩士學(xué)位論文 前1條
1 李婷婷;越南留學(xué)生漢語有標(biāo)遞進(jìn)復(fù)句習(xí)得研究[D];華中師范大學(xué);2014年
,本文編號(hào):1761753
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