本文選題：“了”　切入點：認(rèn)知語言學(xué)　出處：《吉林大學(xué)》2013年碩士論文　論文類型：學(xué)位論文

【摘要】：傳統(tǒng)的語法研究對于“了”的討論集中對語法意義闡釋與印證，并由此對其進(jìn)行切分。反映在教學(xué)上，就是把“了”解釋為動態(tài)助詞、句末助詞、語氣助詞。但“了”的各種語法意義共享一個源頭，只不過它一直處于語法化進(jìn)程中，因此會有不同呈現(xiàn)。也就是說，“了”語法化過程中的不同呈現(xiàn)之間有異也有同，不能根據(jù)意義完全切分清楚，，反而造成意義模糊。 更重要的是，“了”作為虛詞重要的特征是詞匯意義淡化而語法功能形成。也就是說，“了”的主要特征在于其功能而不是意義，所以單憑意義闡釋無法讓學(xué)生掌握這個在漢語中尤其重要功能詞的生成機制。 認(rèn)知語法流行，為語法研究帶來新路子。學(xué)者開始用“界變”論來發(fā)現(xiàn)并解釋“了”的本質(zhì)，希望解決上述問題。本文沿用根據(jù)位置不同劃分的兩個“了”，把詞尾“了”記作“了1”，句末“了”記作“了2”。以“界變”論為理論框架，運用其研究方法，探討“了2”的認(rèn)知表達(dá)式以及認(rèn)知中的生成機制。 其次，觀察不同類型謂語如何進(jìn)入“了2”生成機制，以及進(jìn)入后其具體表意。最后，上述觀察基礎(chǔ)上，從使用實例中抽象句式結(jié)構(gòu)，希望對對外漢語教學(xué)中“了2”意義模糊，生成機制不明的問題進(jìn)行思考。
[Abstract]:The traditional grammatical study focuses on the interpretation and confirmation of grammatical meaning, which is reflected in teaching, which is interpreted as a dynamic auxiliary word and an auxiliary word at the end of a sentence. Modal auxiliaries. But the various grammatical meanings of "er" share a source, except that it is always in the process of grammaticalization, so there will be different representations, that is, there are differences and similarities among the different representations in the process of grammaticalization. It can not be completely divided according to meaning, on the contrary, it causes ambiguity of meaning. More importantly, as an important feature of function words, the important feature of "er" is the desalination of lexical meaning and the formation of grammatical functions, that is, the main feature of "er" lies in its function rather than its meaning. Therefore, the explanation of meaning alone can not help students master the formation mechanism of the most important functional words in Chinese. The popularity of cognitive grammar brings a new way to the study of grammar. Scholars begin to use the theory of "boundary change" to discover and explain the nature of "has". In order to solve the above problems, this paper uses the two "er", which are divided according to the different position, to "record" as "1" at the end of the sentence, "to write down" as "2" at the end of the sentence, and to take the theory of "boundary change" as the theoretical framework and use its research method. This paper probes into the cognitive expression of "2" and the mechanism of its generation. Secondly, we observe how the different types of predicates enter the "2" generation mechanism and their specific meaning after entering. Finally, on the basis of the above observations, we hope to obscure the meaning of "2" in the teaching of Chinese as a foreign language from the use of the abstract sentence structure in the examples. The problem that the mechanism of generation is not clear is considered.
【學(xué)位授予單位】：吉林大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2013
【分類號】：H195.3

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