【摘要】：“越X越Y(jié)”句式是漢語(yǔ)中常見(jiàn)的句式，在對(duì)外漢語(yǔ)教學(xué)中是初級(jí)階段的留學(xué)生需要掌握的句式之一。本文首先對(duì)“越X越Y(jié)”句式的語(yǔ)義類(lèi)型、句法功能、構(gòu)式義等方面進(jìn)行了詳細(xì)的分析；然后，通過(guò)問(wèn)卷調(diào)查歸納出留學(xué)生學(xué)習(xí)這一句式時(shí)經(jīng)常出現(xiàn)的偏誤類(lèi)型，并且具體分析了偏誤的原因；最后針對(duì)出現(xiàn)的偏誤類(lèi)型以及造成偏誤的原因，提出了幾點(diǎn)教學(xué)建議和策略。本文共五個(gè)部分，主要內(nèi)容如下： 第一章是引言。為對(duì)外漢語(yǔ)教師教授“越X越Y(jié)”句式提供一定的理論支持，進(jìn)而改進(jìn)“越X越Y(jié)”句式的教學(xué)現(xiàn)狀和提高教學(xué)質(zhì)量，本文選擇“越X越Y(jié)”句式進(jìn)行研究；對(duì)“越”的詞性、“越X越Y(jié)”句式的語(yǔ)義特征和語(yǔ)義關(guān)系、句式類(lèi)型、句法功能、二語(yǔ)習(xí)得中的偏誤等方面的研究現(xiàn)狀做了詳細(xì)的闡述，并發(fā)現(xiàn)現(xiàn)行的研究只局限于這一句式的某一方面，沒(méi)有系統(tǒng)的研究；提出本文的研究范圍，即“越X越Y(jié)”句式，并且把“越來(lái)越Y(jié)”句式作為“越X越Y(jié)”句式的特殊形式進(jìn)行分析。 第二章是“越X越Y(jié)”句式的基本類(lèi)型和句法功能。根據(jù)能夠進(jìn)入X、Y的詞語(yǔ)的不同，把“越X越Y(jié)”句式分為六種不同的語(yǔ)義類(lèi)型；把“越來(lái)越Y(jié)”句式作為“越X越Y(jié)”句式的特殊形式，并且根據(jù)Y的不同把“越來(lái)越Y(jié)”句式分為三種不同類(lèi)型；探討了“越X越Y(jié)”句式的句法功能，“越X越Y(jié)”可以在單句中充當(dāng)主語(yǔ)、謂語(yǔ)、賓語(yǔ)、定語(yǔ)、狀語(yǔ)、補(bǔ)語(yǔ)等句法成分和“越X”、“越Y(jié)”在復(fù)句中分別充當(dāng)謂語(yǔ)、補(bǔ)語(yǔ)、狀語(yǔ)、定語(yǔ)等句法成分。 第三章是“越X越Y(jié)”作為一種構(gòu)式。從認(rèn)知語(yǔ)言學(xué)的角度把“越X越Y(jié)”句式作為一個(gè)構(gòu)式，分析這一句式的構(gòu)式類(lèi)型，它是一種標(biāo)記性構(gòu)式，用起關(guān)聯(lián)作用的副詞“越”標(biāo)記，表示某段時(shí)間內(nèi)持續(xù)進(jìn)行的變化過(guò)程，并且這一構(gòu)式具有時(shí)間、可持續(xù)變化的意義特點(diǎn)；從這一句式的構(gòu)式義與X和Y的詞匯義相互融合、構(gòu)式義賦予X和Y以新的詞匯義、構(gòu)式義和X、Y的詞匯義相排斥三個(gè)方面論述“越X越Y(jié)”句式的構(gòu)式義與X和Y的詞匯義之間的關(guān)系。 第四章是對(duì)“越X越Y(jié)”句式的偏誤分析。通過(guò)問(wèn)卷調(diào)查，發(fā)現(xiàn)留學(xué)生在習(xí)得這一句式時(shí)經(jīng)常出現(xiàn)的偏誤；偏誤的類(lèi)型主要有語(yǔ)序的偏誤、主語(yǔ)和謂語(yǔ)位置上的偏誤、語(yǔ)義搭配的偏誤、與其他詞語(yǔ)的錯(cuò)誤連用等，并且從母語(yǔ)遷移、目的語(yǔ)干擾、解釋誤導(dǎo)、回避策略四個(gè)方面詳細(xì)分析出現(xiàn)偏誤的主要原因。 第五章是針對(duì)“越X越Y(jié)”句式的教學(xué)策略。在教材中教學(xué)順序的安排要根據(jù)“越X越Y(jié)”句式和“越來(lái)越Y(jié)”句式的不同類(lèi)型提出相對(duì)應(yīng)的建議，并且把“越來(lái)越Y(jié)”句式放在“越X越Y(jié)”句式的前面進(jìn)行學(xué)習(xí)；在課堂教學(xué)中針對(duì)“越來(lái)越Y(jié)”句式和“越X越Y(jié)”句式的每一類(lèi)型提出具體的教學(xué)建議；課后練習(xí)要靜態(tài)訓(xùn)練動(dòng)態(tài)訓(xùn)練相結(jié)合，還需要有階段性的練習(xí)。
[Abstract]:"Yue X and Y" is a common sentence pattern in Chinese, and it is one of the sentence patterns needed to be mastered by foreign students in the primary stage of teaching Chinese as a foreign language. This paper first analyzes the semantic type, syntactic function and construction meaning of the sentence pattern of "Yue X and Y", and then, through the questionnaire survey, concludes the types of errors that often occur when foreign students learn this sentence pattern. Finally, according to the types of errors and the causes of errors, some teaching suggestions and strategies are put forward. This article has five parts, the main contents are as follows: the first chapter is the introduction. In order to provide some theoretical support for teachers of Chinese as a foreign language to teach "the more X, the more Y", and then to improve the present teaching situation and the teaching quality of the sentence pattern of "Yue X and Y", this paper chooses the sentence pattern of "Yue X as the Y" to study, and to study the part of speech of "Yue". The semantic characteristics and semantic relations, sentence types, syntactic functions, errors in second language acquisition and so on of "Yue X Yue Y" sentences are described in detail, and it is found that the current research is limited to one aspect of this sentence pattern. There is no systematic study, and the research scope of this paper is "the more X is the Y", and the "more and more Y" sentence is analyzed as the special form of "the more X and the Y". The second chapter is about the basic types and syntactic functions of the sentence pattern "Yue X and Y". According to the different words that can enter XY, the sentence pattern of "Yue X is more Y" is divided into six different semantic types, and "more and more Y" sentence pattern is regarded as the special form of "more and more X more Y" sentence. And according to the difference of Y, the sentence pattern of "more and more Y" can be divided into three different types, and the syntactic function of "Yue X is more Y" is discussed, which can act as subject, predicate, object, attributive and adverbial in a single sentence. The syntactic elements such as complement and "Yue X" and "Yue Y" act as predicate, complement, adverbial and attributive in complex sentence respectively. The third chapter is "cross X and Y" as a construction. From the perspective of cognitive linguistics, the sentence pattern of "Yue X is more than Y" is taken as a construction, and the construction type of this sentence is analyzed. It is a kind of marked construction, which is marked by the adverb "Yue", which plays the role of correlation. Represents a continuous process of change over a certain period of time, and this construction has the characteristics of time and sustainable change; from the syntactic meaning of this sentence to the lexical meaning of X and Y, the constructional meaning gives X and Y new lexical meanings. This paper discusses the relationship between the construction meaning and the lexical meaning of X and Y in the construction and the lexical exclusion of XY. The fourth chapter is the error analysis of the sentence pattern of "crossing X and Y". Through the questionnaire survey, it is found that the errors often occur in the acquisition of this sentence pattern, the main types of errors are errors in word order, errors in the position of subjects and predicates, errors in semantic collocations, errors in conjunction with other words, etc. The main causes of errors are analyzed from four aspects: mother tongue transfer, target language interference, interpretation misdirection and avoidance strategy. The fifth chapter is aimed at the teaching strategy of the sentence pattern of "more X and more Y". The arrangement of teaching order in the teaching material should be based on the different types of sentence pattern of "Yue X and Yue Y" and "more and more Y", and put "more and more Y" sentence in front of "Yue X and Y"; In classroom teaching, specific teaching suggestions are put forward for each type of sentence pattern of "more and more Y" and "more and more X and Y", and the practice after class should be combined with static training and dynamic training, as well as periodic practice.
【學(xué)位授予單位】：山東師范大學(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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