【摘要】：構(gòu)式語法是二十世紀七八十年代,為了解決喬姆斯基轉(zhuǎn)換生成語法將詞語類結(jié)構(gòu)邊緣化的局限性,由戈登伯格提出的重要認知語法理論。構(gòu)式語法認為構(gòu)式是具有音系、形式、語義和語用屬性的復(fù)合體,對于各構(gòu)式本身的研究一直是學(xué)界的研究熱點,但探究構(gòu)式之間的相關(guān)性卻很少,而這種相關(guān)性正是課堂教學(xué)中漢語教師需要關(guān)注的。本文的創(chuàng)新性就在于教學(xué)常用語法構(gòu)式結(jié)構(gòu)之間的相關(guān)性。 基于認知語言學(xué)理論、構(gòu)式語言學(xué)理以及生成語法等理論,本文詳細分析和解釋各種獨立的構(gòu)式的形式和意義,得出了關(guān)于進入各種構(gòu)式句子對動詞以及其他成分的語義限制等方面的結(jié)論,論證了構(gòu)式語法理論在語義方面強大的解釋性,從而不僅能解決漢語教學(xué)中很多常見句式的語法偏誤問題,還能從認知的角度闡釋產(chǎn)生留學(xué)生在漢語學(xué)習(xí)中常見偏誤的原因,用構(gòu)式語法理論指導(dǎo)教學(xué)實踐。 本文通過大量的漢英語言事實,對從詞語類構(gòu)式到漢語教材中常見的句構(gòu)式中“雙賓構(gòu)式”、“動趨構(gòu)式”和“把”字構(gòu)式分析入手,主要通過偏誤分析,漢英對比手段從認知的角度詳細分析了漢語教學(xué)中常見的三種構(gòu)式語法各自的特征及語義限制,并通在構(gòu)式義的分析過程中,發(fā)現(xiàn)幾種構(gòu)式在語義中的方向性、音系以及“有定”和“無定”性等方面有著得出了幾種常見構(gòu)式之間的關(guān)聯(lián)和共性,從而得出構(gòu)式之間是有互動這一結(jié)論,根據(jù)教學(xué)實踐,提出了幾點漢語構(gòu)式語法的教學(xué)策略及建議。
[Abstract]:Construction grammar is an important cognitive grammar theory put forward by Gordenberg in the 1970s and 1980s in order to solve the limitation of Chomsky transformation generation grammar which marginalizes the structure of lexical class. Construction grammar holds that construction is a complex of phonological, formal, semantic and pragmatic properties. The study of each construction itself has always been a hot topic in academic circles, but the correlation between inquiry constructions is rare. This correlation is exactly what Chinese teachers need to pay attention to in classroom teaching. The innovation of this paper lies in the correlation between the grammatical constructions commonly used in teaching. Based on the theories of cognitive linguistics, constructional linguistics and generative grammar, this paper analyzes and explains the forms and meanings of various independent constructions in detail. In this paper, the author draws a conclusion about the semantic restriction on verbs and other components by entering into various construction sentences, and proves that the construction grammar theory has a powerful explanation in the semantic aspect. It can not only solve the problem of grammatical errors of many common sentence patterns in Chinese teaching, but also explain the causes of common errors in Chinese learning from the perspective of cognition, and guide the teaching practice with the theory of construction grammar. Based on a large number of Chinese and English language facts, this paper begins with the analysis of "double object constructions", "moving-trending constructions" and "Ba" constructions, mainly through error analysis, from lexical category constructions to common sentence constructions in Chinese teaching materials, and to the analysis of "double object constructions", "dynamic tendency constructions" and "Ba" constructions in Chinese teaching materials. From the cognitive point of view, the contrastive means of Chinese and English have analyzed in detail the characteristics and semantic limitations of the three kinds of construction grammar commonly used in Chinese teaching, and have found out the directionality of several constructions in the semantic field in the process of the analysis of construction meaning. The phonology and the aspects of "definite" and "indefinite" have come to the conclusion that there is interaction between the constructions, and according to the teaching practice, the relationship and commonness of several common constructions are obtained. This paper puts forward some teaching strategies and suggestions of Chinese construction grammar.
【學(xué)位授予單位】：廈門大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2014
【分類號】：H195.3

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