本文選題：“讓”字句 + 句法語(yǔ)義��； 參考：《內(nèi)蒙古師范大學(xué)》2012年碩士論文

【摘要】：現(xiàn)代漢語(yǔ)中的“讓”字句是一個(gè)表義十分豐富的句式，但是在語(yǔ)法研究和對(duì)外漢語(yǔ)教學(xué)中卻沒(méi)有得到足夠的重視。主要存在兩個(gè)方面的問(wèn)題:一是“讓”字句不同表義句式的劃分不細(xì);二是“讓”字句與“使”字句、“被”字句的區(qū)別不清。在以往研究的基礎(chǔ)上，需要進(jìn)一步細(xì)化“讓”字句的下位表義分類(lèi)。表示致使義時(shí)，“讓”字句還可以分出三種下位表義句式:致使義句、使令義句和允許義句。雖然從廣義范疇上講，這三種下位表義句式是屬于一類(lèi)的，但在實(shí)際使用中，，它們存在著句法和語(yǔ)義上的差異，各有特點(diǎn)。這樣，連同實(shí)義動(dòng)詞“讓”字句和表被動(dòng)義“讓”字句，“讓”字句就有五種表義句式，而且它們的使用頻率不同。這五種不同的“讓”字句式在現(xiàn)行的大綱和教材中多沒(méi)有具體的體現(xiàn)，同時(shí)也沒(méi)有和“使”字句、“被”字句區(qū)分開(kāi)來(lái)，“讓”字句多是放在“使”字句和“被”字句中介紹的，這是導(dǎo)致蒙古國(guó)留學(xué)生“讓”字句偏誤的一個(gè)主要原因。在對(duì)五種表義不同的“讓”字句進(jìn)行句法分析的基礎(chǔ)上，本文對(duì)蒙古國(guó)留學(xué)生習(xí)得五種“讓”字句的正確用例及偏誤用例進(jìn)行了分析和歸納，分析蒙古國(guó)留學(xué)生偏誤用例的類(lèi)型和成因，提出了“讓”字句教學(xué)的重點(diǎn)。本文統(tǒng)計(jì)蒙古國(guó)學(xué)生正確用例的頻率，并與本族人使用“讓”字句的情況進(jìn)行比對(duì)，得出了五種不同“讓”字句的習(xí)得順序。最后，結(jié)合大綱和教材中“讓”字句的設(shè)置情況，對(duì)“讓”字句的教學(xué)順序提出建議。
[Abstract]:The "Jean" sentence in modern Chinese is a sentence with rich meanings, but it has not been paid enough attention to in grammar research and teaching Chinese as a foreign language. There are two main problems: one is the difference between "Jean" sentence and "Zheng" sentence, the other is that the distinction between "Jean" sentence and "Zheng" sentence and "be" sentence is not clear. On the basis of previous studies, it is necessary to further refine the classification of the lower meaning of the word "concession". When expressing causative meaning, "Jean" sentence can also be divided into three sub-syntactic sentence patterns: causative sentence, causative sentence and permitted semantic sentence. Although they belong to the same category in the broad sense, they have different syntactic and semantic features in practice. In this way, together with the actual verb "Jean" and the passive meaning of "concession" and "Jean" sentence, there are five kinds of syntactic sentences, and they are used differently. Most of these five different "Jean" sentences are not specifically reflected in the current syllabus and textbooks, and they are not distinguished from the "Jean" and "be" sentences at the same time. "Jean" is often introduced in the "Jean" and "be", which is one of the main reasons for the errors in the "Jean" sentence of Mongolian students. Based on the syntactic analysis of five different syntactic expressions of "Jean" sentences, this paper analyzes and summarizes the correct use cases and error cases of the five types of "Jean" sentences learned by Mongolian students. This paper analyzes the types and causes of error cases of Mongolian students, and puts forward the key points of teaching sentences. In this paper, the frequency of correct use cases of Mongolian students is counted, and compared with the usage of "Jean" sentences by native students, and five different acquisition orders of "Jean" sentences are obtained. Finally, according to the setting of "Jean" sentence in syllabus and textbook, some suggestions on teaching order of "Jean" sentence are put forward.
【學(xué)位授予單位】：內(nèi)蒙古師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類(lèi)號(hào)】：H195

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