本文選題：單音節(jié)方位詞　切入點(diǎn)：雙音節(jié)方位詞　出處：《吉林大學(xué)》2013年碩士論文　論文類(lèi)型：學(xué)位論文

【摘要】：在現(xiàn)代漢語(yǔ)的詞類(lèi)系統(tǒng)之中，方位詞是為數(shù)不多的封閉集，也是詞類(lèi)系統(tǒng)中比較特殊的一類(lèi)。主要可分為單音節(jié)方位詞和雙音節(jié)方位詞。以往的研究方向主要分布在方位詞的詞類(lèi)劃分、整體的句法功能以及認(rèn)知角度的研究上，其中單音節(jié)方位詞較之雙音節(jié)的研究成果相對(duì)豐富，學(xué)界的注意力也都集中在了單音節(jié)及其內(nèi)部小類(lèi)的分析研究上。事實(shí)上，單、雙音節(jié)方位詞在語(yǔ)法功能和語(yǔ)義上存在的很多問(wèn)題都值得我們進(jìn)一步思考，例如：為什么有了單音節(jié)方位詞，還要出現(xiàn)雙音節(jié)方位詞？為什么產(chǎn)生了雙音節(jié)方位詞之后，之前的單音節(jié)方位詞并沒(méi)有因此消失，而是繼續(xù)存在于方位詞系統(tǒng)之中？二者除了音節(jié)數(shù)的不同之外，還有哪些對(duì)立？類(lèi)似的問(wèn)題無(wú)論從本體研究的角度還是從對(duì)外漢語(yǔ)教學(xué)的角度看都是不容回避的問(wèn)題。 本文在已有成果的基礎(chǔ)之上，主要從語(yǔ)法、語(yǔ)義、語(yǔ)用角度對(duì)二者的異同進(jìn)行描述和分析，并嘗試將本體研究的成果應(yīng)用于對(duì)外漢語(yǔ)教學(xué)之中，為今后方位詞的進(jìn)一步研究以及對(duì)外漢語(yǔ)方位詞教學(xué)提供更多更好的理論依據(jù)。本文得出的主要結(jié)論有： （一）構(gòu)成詞的情況，單音節(jié)相較于雙音節(jié)要靈活得多，且具備一定的擴(kuò)展能力。所以在對(duì)外漢語(yǔ)方位詞教學(xué)中，可以將單音節(jié)方位詞的構(gòu)詞規(guī)律簡(jiǎn)單地傳達(dá)給學(xué)生，并將其所構(gòu)成的詞進(jìn)行定期歸類(lèi)，以便學(xué)生系統(tǒng)記憶。（詳細(xì)論證在論文見(jiàn)2.1） （二）單、雙音節(jié)在做句法成分上的差異不容忽視。單音節(jié)方位詞所受到的限制要遠(yuǎn)遠(yuǎn)大于雙音節(jié)方位詞。其原因還是因?yàn)閱我艄?jié)方位詞獨(dú)立性較差，能力不足以獨(dú)自承擔(dān)句法成分的角色。只有少數(shù)情況下，單雙音節(jié)方位詞可以相互替換使用。在對(duì)外漢語(yǔ)的課堂上，可以給學(xué)生布置任務(wù)，搜集有關(guān)方位詞的句子，并將其歸類(lèi)，教師可以在之后的課堂上利用幾分鐘的時(shí)間講解一個(gè)小類(lèi)，不僅練習(xí)了方位詞的用法，同時(shí)也對(duì)學(xué)生句法成分的基礎(chǔ)知識(shí)加以鞏固和提高。（詳細(xì)論證在論文見(jiàn)第三章及5.3） （三）表意功能上，單、雙音節(jié)方位詞體現(xiàn)出來(lái)的不同比較明晰。由于單音節(jié)方位詞語(yǔ)法化程度相對(duì)較高，所以表示實(shí)體空間義的能力也隨之減弱，但表示時(shí)間等抽象意義的能力卻隨之增強(qiáng)。加之受“容器隱喻理論”的影響，，單音節(jié)方位詞表時(shí)間的能力應(yīng)用的更為廣泛。同時(shí)，這也是外國(guó)留學(xué)生出現(xiàn)障礙比較多的地方，這就要求教師合理安排教學(xué)順序，根據(jù)學(xué)生能力適度擴(kuò)展，循序漸進(jìn)。（詳細(xì)論證在論文見(jiàn)4.2） （四）留學(xué)生在單雙音節(jié)方面出現(xiàn)偏誤的原因不僅僅局限于方位詞本身存在語(yǔ)義及語(yǔ)用上的差異，還存在其他的一些因素，例如留學(xué)生母語(yǔ)的負(fù)遷移、目的語(yǔ)規(guī)則的泛化，還有一些文化上的因素也不容小覷，甚至是教師教學(xué)上的誤導(dǎo)等等都能夠?qū)е铝魧W(xué)生學(xué)習(xí)過(guò)程中出現(xiàn)偏誤現(xiàn)象。（詳細(xì)論證在論文見(jiàn)5.2）
[Abstract]:In the part of speech system of modern Chinese, azimuth words are one of the few closed sets. It can be divided into monosyllabic azimuth word and double syllable orientation word. In the past, the research direction is mainly on the classification of parts of speech, the syntactic function of the whole and the cognitive angle. The research results of monosyllabic azimuth words are relatively rich, and the academic attention is also focused on the analysis of monosyllabic words and their internal subclasses. In fact, monosyllabic, monosyllabic, monosyllabic, monosyllabic, There are many problems in the grammatical function and semantics of the two-syllable orientation words which are worthy of further consideration. For example, why do we have the monosyllabic orientation words and the two-syllable orientation words? Why did the former monosyllabic azimuth words not disappear but continue to exist in the azimuth word system after the emergence of the two-syllable azimuth word? Apart from the differences in the number of syllables, what are the opposites between the two? Similar problems can not be avoided either from the perspective of ontology research or from the perspective of teaching Chinese as a foreign language. On the basis of the existing achievements, this paper describes and analyzes the similarities and differences between the two from the perspectives of grammar, semantics and pragmatics, and attempts to apply the results of ontology research to the teaching of Chinese as a foreign language. This paper provides more and better theoretical basis for the further study of locative words and the teaching of locative words in TCSL. The main conclusions of this paper are as follows:. (1) in the case of word formation, monosyllabic words are much more flexible than double syllables and have a certain ability to expand. Therefore, in teaching Chinese as a foreign language, word-formation rules of monosyllabic azimuthal words can be simply conveyed to students. The words are classified regularly so that students can remember them systematically. (see 2.1 for a detailed argument.). (2) the differences in syntactic elements of monosyllabic and dicyllabic are not to be ignored. The restriction of monosyllabic orientation words is much greater than that of disyllabic orientation words. The reason is that monosyllabic azimuth words are less independent. Only in a few cases, monosyllabic locales can be used instead of each other. In Chinese as a foreign language class, students can be assigned tasks to collect sentences about locative words. By classifying it, the teacher can use a few minutes to explain a small class in the classroom, not only by practicing the usage of the locative words, At the same time, the basic knowledge of syntactic components of students is also consolidated and improved. (see Chapter III and 5.3 for detailed argumentation.). (3) in terms of ideographic function, the differences in the orientation words of single and double syllables are relatively clear. Because of the relatively high degree of formalization of monosyllabic azimuth words, the ability to express the meaning of entity space is also weakened. However, the ability to express abstract meanings such as time has increased. In addition, under the influence of "container metaphor theory", the ability of monosyllabic locale time is more widely used. At the same time, it is also a place where foreign students have more obstacles. This requires the teacher to arrange the teaching order reasonably, according to the student ability moderate expansion, step by step. (see 4.2in the thesis for detailed argumentation). (4) the reasons for the errors in monosyllabic are not only limited to the semantic and pragmatic differences of the locative words, but also exist some other factors, such as the negative transfer of the foreign students' mother tongue and the generalization of the target language rules. There are also some cultural factors should not be underestimated, even the teaching of the misleading teachers and so on can lead to errors in the learning process of foreign students. (for a detailed argument in the paper, see 5.2)
【學(xué)位授予單位】：吉林大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類(lèi)號(hào)】：H195.3

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