本文選題：再說(shuō)　切入點(diǎn)：句法特征　出處：《湖北師范學(xué)院》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)中，“再說(shuō)”有四種形式，即短語(yǔ)“再說(shuō)1”、動(dòng)詞“再說(shuō)2”、助詞“再說(shuō)3”以及連詞“再說(shuō)4”。到目前為止，雖然學(xué)界對(duì)“再說(shuō)”的本體研究已有不少，但是由于各詞典編纂原則以及各學(xué)者對(duì)其語(yǔ)法屬性劃分的不同，容易給學(xué)習(xí)者造成困擾，不利于第二語(yǔ)言學(xué)習(xí)者的學(xué)習(xí)，且這些研究成果大多都是從詞匯化和語(yǔ)法化角度進(jìn)行研究的，與二語(yǔ)教學(xué)相結(jié)合的幾乎沒(méi)有。另一方面，在第二語(yǔ)言學(xué)習(xí)者的口語(yǔ)與書(shū)面語(yǔ)中，“再說(shuō)”的使用率和偏誤率都很高，為了使第二語(yǔ)言學(xué)習(xí)者能夠更好地習(xí)得“再說(shuō)”，本文從句法特征、語(yǔ)篇功能、詞匯化和語(yǔ)法化及其話(huà)語(yǔ)標(biāo)記功能的產(chǎn)生以及偏誤分析等角度對(duì)“再說(shuō)”進(jìn)行考察和分析，本文分為六章。 第一章為緒論。本章全面闡述了選題的起因和意義、“再說(shuō)”的本體和第二語(yǔ)言習(xí)得角度研究概況、特色和創(chuàng)新之處以及語(yǔ)料來(lái)源和符號(hào)說(shuō)明。 第二章為“再說(shuō)”的句法特征。此章分為三部分，第一部分是對(duì)“再說(shuō)”語(yǔ)法屬性的考察。第二部分通過(guò)對(duì)4個(gè)“再說(shuō)”的句法語(yǔ)義特點(diǎn)的逐個(gè)考察來(lái)彰顯彼此的不同：短語(yǔ)“再說(shuō)1”只是線(xiàn)性序列上相鄰接的兩個(gè)語(yǔ)素而已；動(dòng)詞“再說(shuō)2”語(yǔ)義已經(jīng)抽象和泛化，且作為謂語(yǔ)核心，不可刪除；助詞“再說(shuō)3”處于連謂結(jié)構(gòu)中，，基本上相當(dāng)于一個(gè)語(yǔ)氣助詞，具有可刪除性，且刪去后句子的基本語(yǔ)義保持不變；連詞“再說(shuō)4”表示在已有理由之外追加一層理由，有遞進(jìn)的作用，刪除后不影響句子的語(yǔ)義表達(dá)，但是句子的連貫略受影響，此時(shí)的“再說(shuō)”已經(jīng)有向話(huà)語(yǔ)標(biāo)記演變的傾向，表現(xiàn)出了話(huà)語(yǔ)標(biāo)記的一般特征。第三部分指出4個(gè)“再說(shuō)”在我們的概念系統(tǒng)中存在的概念域之間的轉(zhuǎn)換。 第三章旨在說(shuō)明“再說(shuō)”的語(yǔ)用功能�！霸僬f(shuō)”的語(yǔ)用功能主要體現(xiàn)在語(yǔ)篇功能和人際功能上，其中語(yǔ)篇功能主要表現(xiàn)在釋因和遞進(jìn)補(bǔ)充上，人際功能主要通過(guò)強(qiáng)化、提示和引導(dǎo)以及加強(qiáng)語(yǔ)言的主觀性來(lái)體現(xiàn)。 第四章是“再說(shuō)”的詞匯化和語(yǔ)法化及其話(huà)語(yǔ)標(biāo)記功能的產(chǎn)生。本章概述了現(xiàn)有文獻(xiàn)對(duì)于“再說(shuō)”的詞匯化和語(yǔ)法化研究，并指出本人的觀點(diǎn)，認(rèn)為現(xiàn)代漢語(yǔ)中的“再說(shuō)”經(jīng)歷了長(zhǎng)期的詞匯化和語(yǔ)法化并仍處于這一進(jìn)程中。當(dāng)“再說(shuō)”在句中并不表達(dá)一定真值條件語(yǔ)義，且去掉也不影響整個(gè)句子語(yǔ)義表達(dá)的時(shí)候，其話(huà)語(yǔ)標(biāo)記功能便產(chǎn)生了。 第五章是第二語(yǔ)言學(xué)習(xí)者使用“再說(shuō)”的偏誤分析。本章包括四部分：第二語(yǔ)言學(xué)習(xí)者使用“再說(shuō)”的情況考察、“再說(shuō)”的偏誤類(lèi)型、二語(yǔ)習(xí)得中“再說(shuō)”的偏誤原因分析、教學(xué)策略和小結(jié)。通過(guò)對(duì)“HSK動(dòng)態(tài)作文語(yǔ)料庫(kù)”中376例“再說(shuō)”使用情況的考察，我們發(fā)現(xiàn)有關(guān)“再說(shuō)”的以上四種用法均有使用，且連詞“再說(shuō)4”使用率和偏誤率是最多的�！霸僬f(shuō)”的偏誤類(lèi)型主要有兩類(lèi)，即誤加和誤用，且主要集中在連詞誤用上。為此本文總結(jié)了“再說(shuō)”產(chǎn)生偏誤的原因，并提出了針對(duì)其使用的教學(xué)策略。 第六章結(jié)語(yǔ)。本章簡(jiǎn)單概括本文的內(nèi)容，并指出文中的不足之處及還可能繼續(xù)研究的課題。
[Abstract]:In modern Chinese, "and" four forms, namely the phrase "say," 1 "and 2" auxiliary verb "say 3" and "4 more" conjunctions. So far, although scholars of the "ontology research has to say a lot, but because of the principle and the compilation of dictionaries scholars on the grammatical attributes of different classification, easy to cause trouble to the learners, is not conducive to second language learners, and most of the researches are studied from Lexicalization and grammaticalization perspective, combined with the two language teaching almost nothing. On the other hand, in the second language learners spoken and written language," and "the use rate and the error rate is very high, in order to make the second language learners can better acquisition of" say ", the syntactic features and textual function, lexicalization and grammaticalization and discourse markers function and partial This article is divided into six chapters.
The first chapter is the introduction. This chapter comprehensively expounds the causes and significance of the topic selection, the research outline, characteristics and innovations of the noumenon and second language acquisition, as well as the source and the notation of the corpus.
The second chapter is "the syntactic features of it". This chapter is divided into three parts, the first part is the study of "and" grammatical attributes. In the second part, through the investigation of 4 one by one "and" the syntactic and semantic features to highlight the differences: the phrase "and 1" is just the two morpheme linear sequence adjacent to it; the verb "say 2" has semantic abstraction and generalization, and the predicate as the core, can not be deleted; "and 3" in the auxiliary predicates, basically the equivalent of a modal particle, can be deleted, and deleted after the basic semantic sentence unchanged; the conjunction "say 4" in the existing reason outside an additional layer for progressive role deletion does not affect the semantics of the sentence, but the sentence coherence is slightly affected by the "say" have a tendency to the evolution of discourse markers, showing the The general characteristics of the discourse markers. The third part points out the conversion between the 4 concepts in our conceptual system.
The third chapter aims to illustrate the pragmatic function of "say" "say". The pragmatic functions are mainly embodied in the textual function and interpersonal function and the textual function is mainly manifested in the work and theprogressive supplement, the interpersonal function is mainly through strengthening, prompting and guiding and strengthening the subjectivity of language to reflect.
The fourth chapter is "the Lexicalization and Grammaticalization of discourse markers and" generated. This chapter provides an overview of the existing literature on the Lexicalization and Grammaticalization of it ", and points out that my point of view, think in modern Chinese" and "experienced Lexicalization and grammaticalization and is still in the long term a process. When the" say "in the sentence does not express a certain truth conditional semantics, and remove the time does not affect the whole sentence semantic expression, the functions of discourse markers will be produced.
The fifth chapter is the error analysis of the second language learners use "it". This chapter includes four parts: second language learners "and" study ", the types of errors and the analysis of two language acquisition" and "the reason of error, teaching strategy and through the summary." HSK dynamic composition corpus "376 cases" and "the use of the investigation, we found that the" say "more than four usages were used, and the conjunction" and 4 "use rate and the error rate is the most." besides "the error types are mainly two types, namely error and misuse mainly in conjunction misuse. This paper summarizes the" say "the causes of the errors, and proposes the use of teaching strategies.
The sixth chapter is the conclusion. This chapter briefly summarizes the content of this article, and points out the shortcomings in the article and the topics that may continue to be studied.

【學(xué)位授予單位】：湖北師范學(xué)院
【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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