本文選題：前 + 后�。� 參考：《曲阜師范大學(xué)》2014年碩士論文

【摘要】：人類運(yùn)用對(duì)立思維的方式來認(rèn)識(shí)客觀世界，在此影響下，語言在產(chǎn)生之初就具有了對(duì)立反義的概念和范疇�？臻g范疇和時(shí)間范疇是認(rèn)知層面、語言層面中最基本的范疇，方位詞是表示空間、時(shí)間等范疇的語言單位，因此方位詞一般以對(duì)立的語言形式出現(xiàn)，如“上、下”“內(nèi)、外”“前、后”“左、右”。本文研究的是表示方位的反義詞——“前”“后”。以其在語言使用頻率上的不平衡為出發(fā)點(diǎn)，運(yùn)用對(duì)比、具體分析等方法篩選、歸納語料，論證“前”與“后”不平衡現(xiàn)象的存在及其原因，對(duì)其中的規(guī)律進(jìn)行總結(jié)。在“三個(gè)平面”原則的指導(dǎo)下，在詞義、詞匯、句法組合、句法結(jié)構(gòu)層面結(jié)合偏誤分析的層面列舉出具體語言運(yùn)用的實(shí)例，對(duì)“前”“后”不對(duì)稱現(xiàn)象進(jìn)行解析。以標(biāo)記理論和認(rèn)知語言學(xué)的相關(guān)理論為指導(dǎo)，在語料及“前”“后”的語言單位實(shí)例的對(duì)比結(jié)果基礎(chǔ)上分析總結(jié)出導(dǎo)致“前”“后”這對(duì)方位詞不對(duì)稱的原因。 本文可劃分為六部分： 第一部分為引言及研究綜述。在前人研究的基礎(chǔ)上闡明論文選題的價(jià)值和意義，對(duì)研究方法以及語料庫語料來源進(jìn)行說明。 第二部分在“前”“后”的詞匯意義層面上，分析“前”“后”各自的義項(xiàng)義，將兩者進(jìn)行對(duì)比，配合在常用詞義上語料庫的語用頻率，剖析出“前”“后”不對(duì)稱的認(rèn)知原因。 第三部分在詞匯結(jié)構(gòu)層面上，以語料為基礎(chǔ)，對(duì)“前”“后”作為詞素參與構(gòu)詞進(jìn)行羅列對(duì)比分析，從新型標(biāo)記理論的角度總結(jié)出“前”“后”的不對(duì)稱中的認(rèn)知原因。 第四部分在句法組合層面上，分析“前”“后”在與其他語言單位的結(jié)合中不對(duì)稱性的表現(xiàn)。 第五部分在句式結(jié)構(gòu)層面上，以在語言運(yùn)用常用的句式結(jié)構(gòu)為例，對(duì)“前”“后”的不對(duì)稱性進(jìn)行分析，，發(fā)現(xiàn)其不對(duì)稱的原因是受認(rèn)知的影響造成的。 第六部分在對(duì)外漢語教學(xué)層面，在基于HSK動(dòng)態(tài)作文語料庫統(tǒng)計(jì)結(jié)果上得出外國學(xué)生學(xué)習(xí)“前”“后”的偏誤也存在不對(duì)稱性現(xiàn)象。通過分析，尋求更具有針對(duì)性的對(duì)外漢語教學(xué)方法和教學(xué)策略。 在語言的各個(gè)層面對(duì)“前”“后”進(jìn)行對(duì)稱性對(duì)比分析，可以看出“前”“后”并不是在所有語言形式中呈對(duì)稱形式，相反有很多不對(duì)稱現(xiàn)象的存在，對(duì)于我們探究得出“前”“后”這對(duì)方位詞在語言形式上不對(duì)稱的原因有很大裨益。本文的研究希望能達(dá)成以下研究目標(biāo)：第一，歸納總結(jié)“前”“后”不對(duì)稱的規(guī)律及其產(chǎn)生不對(duì)稱的原因。第二，通過“前”“后”的不對(duì)稱研究能夠?qū)Ψ轿辉~不對(duì)稱現(xiàn)象研究成果進(jìn)行適當(dāng)?shù)难a(bǔ)充。第三，能夠在一定程度上為“前”“后”在對(duì)外漢語教學(xué)中的偏誤作出解釋，對(duì)對(duì)外漢語教學(xué)有一定的實(shí)踐意義。
[Abstract]:Under the influence of antithetical thinking, language has the concept and category of antisense at the beginning of its emergence. Spatial category and time category are the cognitive level, the most basic category in the linguistic level, the locative word is the linguistic unit of the category such as space, time, etc. Therefore, the locative word generally appears in the opposite language form, such as "upper, lower", "inside". Outside "front, behind" left, right ". This paper studies the antonym of orientation-"before" and "after". Taking the imbalance of language use frequency as the starting point, using the methods of contrast and concrete analysis, the author induces the language data, proves the existence and causes of the imbalance between "before" and "after", and sums up the rules therein. Under the guidance of the principle of "three planes", this paper enumerates examples of language use at the level of word meaning, vocabulary, syntactic combination, syntactic structure and error analysis, and analyzes the asymmetry phenomenon after "before". Under the guidance of Markedness Theory and Cognitive Linguistics, this paper analyzes and sums up the causes of the asymmetry of the locative words on the basis of the comparative results of the corpus and the linguistic unit examples of "before" and "after". This paper can be divided into six parts: the first part is an introduction and a summary of research. On the basis of previous studies, this paper clarifies the value and significance of topic selection, and explains the research methods and corpus sources. In the second part, on the lexical level of "before" and "after", the author analyzes the meanings of "before" and "after", and compares them with the pragmatic frequency of the corpus in common sense. The cognitive reasons of asymmetry after "before" and "after" are analyzed. In the third part, on the level of lexical structure, on the basis of corpus, the author makes a comparative analysis of the word formation as "before" and "after" as a morpheme, and sums up the cognitive reasons of asymmetry of "former" and "post-" from the angle of new marker theory. In the fourth part, we analyze the asymmetry in the combination with other linguistic units at the level of syntactic combination. The fifth part analyzes the asymmetry of "before" and "after" by taking the commonly used sentence structure in language as an example, and finds that the reason of asymmetry is caused by cognition. In the sixth part, on the basis of the statistical results of HSK dynamic composition corpus, it is concluded that there is asymmetry in the errors of foreign students' learning before and after learning. Through the analysis, we seek more targeted teaching methods and strategies for teaching Chinese as a foreign language. Through the comparative analysis of the symmetry of "before" and "after" at all levels of language, we can see that "former" and "post-" are not symmetrical in all linguistic forms, on the contrary, there are many asymmetrical phenomena. It is of great benefit to us to find out the reason of linguistic asymmetry of locative words. This paper hopes to achieve the following research objectives: first, the law of asymmetry after "before" and "after" are summarized and the causes of asymmetry are summarized. Secondly, the research on the asymmetry of orientation words can be supplemented by the research of asymmetry before and after. Thirdly, it can explain the errors in teaching Chinese as a foreign language to a certain extent, which has certain practical significance for teaching Chinese 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】：2014
【分類號(hào)】：H195

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