本文選題：別說 + 連詞��； 參考：《陜西師范大學》2012年碩士論文

【摘要】：在現代漢語中“別說”一詞,主要具有三種語義類型,即表示禁止言說義的別說1；做連詞使用,連接復句的別說2；以及表示話語標記的別說3。在語言的實際使用中,這三種類型的別說都比較常見。在對外漢語教學中,主要側重于教授留學生掌握作為連詞的別說2,但是,經過筆者的調查,發(fā)現眾多語法書以及對外漢語教材對連詞別說2的語義講解上存在較大差異,有的甚至模棱兩可。如此一來,不管是對教漢語的老師來說,還是對學習漢語的留學生來說理解起來都比較有難度,本文即基于這樣的教學和語法現狀來展開調查和討論。 本文主要研究了“別說”一詞的語義類型、語義分布及其特征和語用功能等問題,重點考察了“別說”一詞的三種基本語義及其演變過程和分布情況,主要討論了作為連詞的別說2和作為話語標記的別說3在具體使用過程中的語義和語法特征。在漢語搭配標記理論及其語言研究中的大三角理論的支撐下,借助北京大學現代漢語和古代漢語語料庫,HSK動態(tài)作文語料庫,以及《發(fā)展?jié)h語》整套教材中的語料,分析了連詞別說2的常用搭配類型和語義特征；并對話語標記別說3的常用模式進行了歸類。 在此基礎上,結合筆者對外漢語教學的實踐,考察了留學生在學習過程中對連詞別說2的習得狀況,并提出具有實際操作性的教學方法。 第一章主要介紹了本文提出的背景,對這一題目的研究現狀進行了匯總和說明,同時提出本文研究的理論依據和現實意義,介紹了文章的研究方法和語料來源。 第二章重點探討了“別說”的語義分布情況和語義特征的類型,對表示禁止義的別說1和做連詞的別說2,以及作為話語標記的別說3的使用情況進行了調查,并通過語料庫的分析得以量化的方式呈現出來。 第三章從語言學的大三角理論出發(fā),對“別說”三種語義的來源及其演變過程進行了考察,同時得出“別說”一詞三種語義產生的時間及其語法化過程的語義演變圖。 第四章主要討論了做為連詞的別說2的語義特征及其搭配情況。 第五章主要分析了作為話語標記的別說3的話語模式,及其語篇銜接功能的具體體現。 第六章根據對留學生習得情況的調查,結合筆者從事漢語教學的實踐提出較為有效的教授“別說”一詞的方法,具有較強的現實意義。
[Abstract]:In modern Chinese, the word "don't say" mainly has three kinds of semantic types, that is, don't say 1, use conjunctions, connect complex sentences, and say 3. In the actual use of language, these three types of don't say is more common. In the teaching of Chinese as a foreign language, it is mainly focused on teaching foreign students how to master the conjunctions. However, through the author's investigation, it is found that there are great differences in the semantic interpretation of conjunctions in many grammar books and textbooks for teaching Chinese as a foreign language. Some are even ambiguous. In this way, it is difficult for both the teachers who teach Chinese and the students studying Chinese to understand it. This paper is based on the present situation of teaching and grammar to investigate and discuss. This paper mainly studies the semantic types, semantic distribution and its characteristics and pragmatic functions of the word "don't say", and focuses on the three basic semantics of the word "don't say" and its evolution process and distribution. This paper mainly discusses the semantic and grammatical features in the process of using the conjunction 2 and the discourse marker 3. Supported by the large triangle theory of Chinese collocation marker theory and its language research, the dynamic composition corpus of HSK and the corpus of HSK dynamic composition in the modern and ancient Chinese corpus of Peking University, as well as the corpus of the whole set of textbooks of developing Chinese, are used. This paper analyzes the common collocation types and semantic features of conjunction 2, and classifies the common pattern of discourse marker Be-say 3. On this basis, combined with the practice of teaching Chinese as a foreign language, this paper investigates the acquisition of conjunctions by foreign students in the process of learning, and puts forward practical teaching methods. The first chapter mainly introduces the background of this paper, summarizes and explains the present situation of the research on this topic, at the same time puts forward the theoretical basis and practical significance of this study, and introduces the research methods and the source of the corpus. The second chapter focuses on the semantic distribution of "don't say" and the types of semantic features, and investigates the use of "don't say 1" and "don't say 2" as a discourse marker, as well as the use of "don't say 3" as a discourse marker. And through the corpus analysis to quantify the way presented. In the third chapter, the origin and evolution of the three semantics of "don't say" and the semantic evolution of the three semantics of "don't say" and the grammaticalization process of "don't say" are studied from the point of view of the big triangle theory of linguistics. The fourth chapter mainly discusses the semantic features and collocation of the conjunction. The fifth chapter mainly analyzes the discourse mode of Be-Shuo 3 as a discourse marker, and the concrete embodiment of the cohesive function of the discourse. The sixth chapter, based on the investigation of the acquisition of foreign students and the author's practice in Chinese teaching, puts forward a more effective method of teaching the word "Don't say", which is of great practical significance.
【學位授予單位】：陜西師范大學
【學位級別】：碩士
【學位授予年份】：2012
【分類號】：H146

【引證文獻】

相關博士學位論文 前1條

1 周莉;現代漢語“別說”的語義、功能研究[D];吉林大學;2012年

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本文編號：1778609