本文關(guān)鍵詞： 隱比句 結(jié)構(gòu)類型 語(yǔ)義特征 認(rèn)知特征 對(duì)外漢語(yǔ)教學(xué)　出處：《華中科技大學(xué)》2013年碩士論文　論文類型：學(xué)位論文

【摘要】：比較句中除了出現(xiàn)比較詞的顯性比較句之外，還有不出現(xiàn)比較客體和比較詞的隱性比較句。本文根據(jù)北京大學(xué)現(xiàn)代漢語(yǔ)語(yǔ)料庫(kù)、HSK動(dòng)態(tài)作文語(yǔ)料庫(kù)、以及教材中出現(xiàn)的隱比句為基礎(chǔ)，對(duì)其類型進(jìn)行總結(jié)歸納。以認(rèn)知語(yǔ)言學(xué)和中介語(yǔ)理論為基礎(chǔ)，分析其語(yǔ)義、認(rèn)知特征。同時(shí)歸納留學(xué)生使用時(shí)的偏誤類型，探討出現(xiàn)偏誤的原因，并提出相關(guān)建議以更好地指導(dǎo)教學(xué)。 本文主要由六個(gè)部分組成。第一章為引言，，主要梳理比較句和隱比句的研究現(xiàn)狀。說(shuō)明研究的創(chuàng)新點(diǎn)、研究方法和理論基礎(chǔ)。 第二章分析隱比句的結(jié)構(gòu)：“X·A些”式、“X更A”式、“越X越Y(jié)”式、“一X·A過(guò)一X”式四個(gè)結(jié)構(gòu)類型。 第三章分析隱比句的語(yǔ)義特征。分別探討了隱比句四個(gè)結(jié)構(gòu)類型的語(yǔ)義特征，并且分析了各個(gè)句式的語(yǔ)用限制，同時(shí)進(jìn)行了語(yǔ)義分類。 第四章分析隱比句的認(rèn)知特征，包括認(rèn)知圖像和掃描方式。隱比句隱去了前景和觀察點(diǎn)，主要有綜合掃描和順序掃描兩種方式。 第五章梳理隱比句的偏誤：“X·A些”式、“X更A”式在“比”字句中偏誤較多；“越來(lái)越Y(jié)”有五大偏誤類型。這些偏誤出現(xiàn)的原因主要是：母語(yǔ)負(fù)遷移、目的語(yǔ)負(fù)遷移和客觀環(huán)境影響。 第六章針對(duì)出現(xiàn)的偏誤，提出了對(duì)教師的建議。教師除了知識(shí)的儲(chǔ)備，還需有針對(duì)性地進(jìn)行授課；在強(qiáng)調(diào)句式完整性的同時(shí)，注重使用語(yǔ)境教學(xué)法；也可以嘗試將語(yǔ)義特征帶入教學(xué)。 最后對(duì)文章進(jìn)行總結(jié)，提出不足和今后可努力的方向。
[Abstract]:Besides the explicit comparative sentence of comparative words, there are also recessive comparative sentences without comparative objects and comparative words. According to the modern Chinese corpus of Peking University, HSK dynamic composition corpus is used in this paper. On the basis of the implicit sentences in the textbooks, the author summarizes the types of the sentences, analyzes their semantic and cognitive characteristics based on cognitive linguistics and interlanguage theory, and induces the types of errors used by foreign students. To explore the causes of errors, and put forward some suggestions to better guide the teaching. This paper is composed of six parts. The first chapter is the introduction, mainly combing the research status of comparative sentences and implicit sentences, explaining the innovation, research methods and theoretical basis of the research. The second chapter analyzes the structure of implicit sentences: "X 路A" type, "X more A" type, "more Y" type, "X 路A over X" type. The third chapter analyzes the semantic features of implicit sentences, discusses the semantic features of the four structural types of implicit sentences, and analyzes the pragmatic limitations of each sentence pattern, and carries out semantic classification at the same time. Chapter 4th analyzes the cognitive characteristics of implicit sentences, including cognitive images and scanning methods. Chapter 5th combs the errors of implicit sentences: "X 路A" type, "X more A" type in "Bi" sentence error is more; "more and more Y" has five types of errors, which are mainly caused by negative transfer of mother tongue, negative transfer of target language and objective environment. Chapter 6th puts forward some suggestions to the teachers in view of the errors. Besides the reserve of knowledge, the teachers also need to teach in a targeted way. While emphasizing the integrality of sentence patterns, we should pay attention to the use of contextual teaching methods; We can also try to bring semantic features into teaching. Finally, the article is summarized, put forward the shortcomings and the direction of future efforts.
【學(xué)位授予單位】：華中科技大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類號(hào)】：H195.3

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本文編號(hào)：1467454