本文選題：別說(shuō) + 連詞　； 參考：《陜西師范大學(xué)》2012年碩士論文

【摘要】：在現(xiàn)代漢語(yǔ)中“別說(shuō)”一詞,主要具有三種語(yǔ)義類型,即表示禁止言說(shuō)義的別說(shuō)1；做連詞使用,連接復(fù)句的別說(shuō)2；以及表示話語(yǔ)標(biāo)記的別說(shuō)3。在語(yǔ)言的實(shí)際使用中,這三種類型的別說(shuō)都比較常見(jiàn)。在對(duì)外漢語(yǔ)教學(xué)中,主要側(cè)重于教授留學(xué)生掌握作為連詞的別說(shuō)2,但是,經(jīng)過(guò)筆者的調(diào)查,發(fā)現(xiàn)眾多語(yǔ)法書以及對(duì)外漢語(yǔ)教材對(duì)連詞別說(shuō)2的語(yǔ)義講解上存在較大差異,有的甚至模棱兩可。如此一來(lái),不管是對(duì)教漢語(yǔ)的老師來(lái)說(shuō),還是對(duì)學(xué)習(xí)漢語(yǔ)的留學(xué)生來(lái)說(shuō)理解起來(lái)都比較有難度,本文即基于這樣的教學(xué)和語(yǔ)法現(xiàn)狀來(lái)展開(kāi)調(diào)查和討論。 本文主要研究了“別說(shuō)”一詞的語(yǔ)義類型、語(yǔ)義分布及其特征和語(yǔ)用功能等問(wèn)題,重點(diǎn)考察了“別說(shuō)”一詞的三種基本語(yǔ)義及其演變過(guò)程和分布情況,主要討論了作為連詞的別說(shuō)2和作為話語(yǔ)標(biāo)記的別說(shuō)3在具體使用過(guò)程中的語(yǔ)義和語(yǔ)法特征。在漢語(yǔ)搭配標(biāo)記理論及其語(yǔ)言研究中的大三角理論的支撐下,借助北京大學(xué)現(xiàn)代漢語(yǔ)和古代漢語(yǔ)語(yǔ)料庫(kù),HSK動(dòng)態(tài)作文語(yǔ)料庫(kù),以及《發(fā)展?jié)h語(yǔ)》整套教材中的語(yǔ)料,分析了連詞別說(shuō)2的常用搭配類型和語(yǔ)義特征；并對(duì)話語(yǔ)標(biāo)記別說(shuō)3的常用模式進(jìn)行了歸類。 在此基礎(chǔ)上,結(jié)合筆者對(duì)外漢語(yǔ)教學(xué)的實(shí)踐,考察了留學(xué)生在學(xué)習(xí)過(guò)程中對(duì)連詞別說(shuō)2的習(xí)得狀況,并提出具有實(shí)際操作性的教學(xué)方法。 第一章主要介紹了本文提出的背景,對(duì)這一題目的研究現(xiàn)狀進(jìn)行了匯總和說(shuō)明,同時(shí)提出本文研究的理論依據(jù)和現(xiàn)實(shí)意義,介紹了文章的研究方法和語(yǔ)料來(lái)源。 第二章重點(diǎn)探討了“別說(shuō)”的語(yǔ)義分布情況和語(yǔ)義特征的類型,對(duì)表示禁止義的別說(shuō)1和做連詞的別說(shuō)2,以及作為話語(yǔ)標(biāo)記的別說(shuō)3的使用情況進(jìn)行了調(diào)查,并通過(guò)語(yǔ)料庫(kù)的分析得以量化的方式呈現(xiàn)出來(lái)。 第三章從語(yǔ)言學(xué)的大三角理論出發(fā),對(duì)“別說(shuō)”三種語(yǔ)義的來(lái)源及其演變過(guò)程進(jìn)行了考察,同時(shí)得出“別說(shuō)”一詞三種語(yǔ)義產(chǎn)生的時(shí)間及其語(yǔ)法化過(guò)程的語(yǔ)義演變圖。 第四章主要討論了做為連詞的別說(shuō)2的語(yǔ)義特征及其搭配情況。 第五章主要分析了作為話語(yǔ)標(biāo)記的別說(shuō)3的話語(yǔ)模式,及其語(yǔ)篇銜接功能的具體體現(xiàn)。 第六章根據(jù)對(duì)留學(xué)生習(xí)得情況的調(diào)查,結(jié)合筆者從事漢語(yǔ)教學(xué)的實(shí)踐提出較為有效的教授“別說(shuō)”一詞的方法,具有較強(qiáng)的現(xiàn)實(shí)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(xué)位授予單位】：陜西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類號(hào)】：H146

【引證文獻(xiàn)】

相關(guān)博士學(xué)位論文 前1條

1 周莉;現(xiàn)代漢語(yǔ)“別說(shuō)”的語(yǔ)義、功能研究[D];吉林大學(xué);2012年

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本文編號(hào)：1778609