本文選題：誰知道　切入點：多角度分析　出處：《陜西師范大學》2013年碩士論文　論文類型：學位論文

【摘要】：在現(xiàn)代漢語中,“誰知道”主要有三種語義類型,即疑問代詞+動詞的“誰知道1”；作為一個詞使用的“誰知道2”；表示話語標記的“誰知道3”。在對外漢語教學過程中,筆者發(fā)現(xiàn)留學生使用“誰知道”時并不地道,而語法書對“誰知道”的如何使用解釋并不全面,對外漢語教材中也沒有對“誰知道”這一語法結構的詳盡講解。本文正是基于這樣的研究現(xiàn)狀來展開討論的。 本文在分析北京大學現(xiàn)代漢語和古代漢語語料庫大量語料的前提下,對“誰知道”進行多角度研究。本文從歷時和共時角度入手,運用描寫和解釋相結合的研究方法,并結合語法分析的三個平面對“誰知道”各語義進行詳盡討論,最后提出在對外漢語教學中教授“誰知道”的設想。 第一章緒論介紹本文的研究內容和意義、研究目標和創(chuàng)新之處、研究現(xiàn)狀和研究方法以及語料來源。 第二章從歷時角度分析“誰知道”詞匯化和語法化的演變過程,歸納其演變路徑,并從語言內部和外部方面指出促使該語法結構歷時演變的動因。 第三章則是從共時平面出發(fā),探討了“誰知道”的三種語義分布情況及其語義特征的類型,重點從句法層面對三種語義類型進行區(qū)分。 第四章主要通過對語料庫中“誰知道2”的語句分析,指出“誰知道2”的語句特點,并通過其語句特點指出它的語義和語用功能。 第五章主要分析了話語標記“誰知道3”的句法特征。并綜合連貫理論和關聯(lián)理論對話語標記的語用功能的歸納,總結“誰知道3”的語用功能為語篇連貫功能和交際認知功能。 第六章中筆者結合自身教學經驗,歸納學生在習得“誰知道”時出現(xiàn)的情況,具體分析其原因,并提出了一些切實可行的教學設想。 最后是結語,對論文所研究的主要內容進行了總結,并指出了存在的問題和不足。
[Abstract]:In modern Chinese, "who knows" mainly has three semantic types, namely Interrogative Pronoun + verb "who knows 1"; used as a word "who knows 2"; that the discourse markers of "who knows 3." in foreign language teaching process, the author found that students who use "know" not real, and a grammar book on "who knows how to use" the explanation is not comprehensive, in Chinese textbooks nor on "who knows" detailed explanations of this grammatical structure. This article is based on the current situation of such research are discussed.
This paper based on the analysis of Peking University in modern Chinese and ancient Chinese corpus corpus, a multi angle study on "who knows". In this paper, from the diachronic and synchronic perspective, using the research method of the combination of description and explanation, and the combination of three plane grammar analysis on "who knows" the semantic details. Finally put forward the idea of Professor "in teaching Chinese as a foreign language who knows".
The first chapter introduces the content and significance of the research, the research goals and the innovation, the research status and research methods and the source of the corpus.
The second chapter analyzes the evolution process of "knowing" Lexicalization and grammaticalization from a diachronic perspective, summarizes its evolution path, and points out the reasons for the diachronic evolution of the syntactic structure from the internal and external aspects of language.
The third chapter starts from the synchronic plane, and explores the three semantic distributions of "who knows" and the types of its semantic features. It focuses on distinguishing three semantic types from sentence level.
The fourth chapter mainly points out the sentence characteristics of "who knows 2" by analyzing the sentence of "who knows 2" in corpus, and points out its semantic and pragmatic functions through its sentence characteristics.
The fifth chapter mainly analyzes the syntactic features of the discourse marker "who knows 3", and summarizes the pragmatic functions of discourse markers from the perspective of coherence theory and relevance theory, and summarizes the pragmatic functions of "who knows 3" as textual coherence function and communicative cognitive function.
In the sixth chapter, combined with my own teaching experience, the author sums up the situation of students who have learned "who knows", analyzes the reasons, and puts forward some practical teaching ideas.
Finally, the conclusion is summarized, and the main contents of the paper are summarized, and the existing problems and shortcomings are pointed out.

【學位授予單位】：陜西師范大學
【學位級別】：碩士
【學位授予年份】：2013
【分類號】：H195

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本文編號：1646174