發(fā)布時間：2018-09-12 06:18

【摘要】：本文以介詞標(biāo)記“由”為研究對象，以“標(biāo)記論”、“三個平面理論”、“偏誤理論”為主要研究方法，對介詞標(biāo)記“由”的構(gòu)句機(jī)制、情景語義和偏誤作了比較詳盡的分析和闡述。 本研究包括緒論和正文共五部分。緒論大體介紹了本文的主要研究思路、主要觀點(diǎn)；主要語法理論、語料來源以及主要研究意義。第二章對“常規(guī)由字句”和“非常規(guī)由字句”的歷史和研究現(xiàn)狀分別進(jìn)行了細(xì)致的描寫，同時重點(diǎn)梳理了介詞“由”的歷史演變問題。第三章從三方面研究“由”字句，即常規(guī)“由”字句；常規(guī)“由”字句的變化式；以及介詞“由”常見框架結(jié)構(gòu)，結(jié)合典型例句對這些句式進(jìn)行分析和解釋。第四章在沈家煊的不對稱和新標(biāo)記論的指導(dǎo)下，我們將介詞標(biāo)記“由”的情景語義分為：施事主體標(biāo)記“由”字句、根由“由”字句和時地“由”字句三大類。結(jié)合格語法對這三種類型的情景語義進(jìn)行了詳盡的解釋。第五章在分析北京語言大學(xué)HSK動態(tài)作文語料庫有關(guān)介詞“由”偏誤的基礎(chǔ)上，結(jié)合筆者對外漢語教學(xué)的經(jīng)驗對介詞標(biāo)記“由”的三大主要常見偏誤作了窮盡式的描寫和分析，并將具體偏誤和對外漢語課堂教學(xué)融為一體，進(jìn)一步研究以介詞標(biāo)記“由”為標(biāo)記的教學(xué)方法。
[Abstract]:This paper takes the prepositional marker "you" as the object of study, takes "Markedness Theory", "three plane Theory" and "error Theory" as the main research method, and constructs the sentence mechanism of prepositional marker "Youyou". Situational semantics and errors are analyzed and explained in detail. This research includes five parts: introduction and text. The introduction introduces the main research ideas, the main viewpoints, the main grammatical theories, the source of the corpus and the significance of the research. The second chapter gives a detailed description of the history and current research situation of "routine Youzi sentence" and "unconventional You-sentence", and focuses on the historical evolution of the preposition "you". The third chapter studies the "you" sentence from three aspects, that is, the routine "you" sentence; the change form of the routine "you" sentence; and the common frame structure of the preposition "you", and the analysis and interpretation of these sentences in combination with typical examples. In the fourth chapter, under the guidance of Shen Jiaxuan's asymmetries and new Markedness Theory, we divide the situation semantics of prepositional marker "from" into three categories: agent subject marker "Yu" sentence, root "word sentence" and "time and place" sentence. Combined with case grammar, the three types of situational semantics are explained in detail. In chapter 5, on the basis of analyzing the preposition errors in the HSK dynamic composition corpus of Beijing language and language University, combined with the author's experience in teaching Chinese as a foreign language, the author makes an exhaustive description and analysis of the three major common errors in the prepositional marker "you". Furthermore, the teaching method marked by prepositional marker "you" is further studied by combining concrete errors with classroom teaching of Chinese as a foreign language.
【學(xué)位授予單位】：遼寧師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2012
【分類號】：H195

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本文編號：2238156