本文選題：以來 + 以后��； 參考：《華中師范大學》2013年碩士論文

【摘要】：“以來”和“以后”被認為是現(xiàn)代漢語的兩個方位詞,兩個詞語都經(jīng)常做后附成分組合成時間結構。留學生在使用中常常出現(xiàn)表達失誤,既存在把“以來”和“以后”混用的情況,也存在“以來”和“以后”與其他詞語的混用。本文從共時、歷時和對外漢語教學的角度對“以來”和“以后”進行全面的梳理。 文章一共有五個章節(jié)： 第一章緒論,交待了文章選題的緣起、研究現(xiàn)狀、研究的理論方法以及語料的來源。 第二章是共時平面的研究。首先,從句法的角度,分析了“以來”和“以后”的句法表現(xiàn)和句法功能,把“以來”和“以后”在現(xiàn)代漢語中的句法表現(xiàn)分為三類：單用、進入“PX以來／以后”介詞框架和“X以來／以后”結構。其次,對“以來”和“以后”時間結構了進行了語義分析。我們從語義的角度把“X”分為時點型、時段型和時點+時段型三類,并分析了各自的語義特點。在此基礎上,我們還分析了“以來”和“以后”時間結構對于后續(xù)句的語義制約,以及“PX以來／以后”前置介詞的隱現(xiàn)規(guī)律。最后,從語用的角度指出了“以來”和“以后”預設觸發(fā)的差異。 第三章是從歷時的角度對“以來”和“以后”的考察。本章先結合歷時語料分析了“以來”和“以后”的歷史變化,然后在此基礎上結合詞匯化和語法化理論提出了“以來”和“以后”詞匯化的機制：隱喻、脫落和重新分析。 第四章是對“以來”和“以后”對外漢語教學角度的考察。我們利用中介語理論和偏誤分析理論對留學生出現(xiàn)的語法偏誤進行分類,把它們分為：添加、遺漏和替代三大類。在此基礎上我們分析了偏誤產(chǎn)生的原因并提出了相應的教學建議。 第五章是對全文結論的一個總結。
[Abstract]:"since" and "after" are regarded as two locative words in modern Chinese, both of which are often combined into temporal structures.In the use of foreign students, there are often errors in expression, not only in the mixed use of "since" and "later", but also in the mixed use of "since" and "later" with other words.In this paper, synchronic, diachronic and teaching of Chinese as a foreign language point of view to "since" and "after" comprehensive comb.There are five chapters in the article:The first chapter introduces the origin of the topic, the research status, the theoretical methods and the source of the corpus.The second chapter is the study of synchronic plane.First of all, from the syntactic point of view, the syntactic expression and syntactic function of "since" and "later" are analyzed, and the syntactic expressions of "since" and "later" in modern Chinese are divided into three categories: single use.Enter PX since / after preposition frame and X since / after structure.Secondly, it analyzes the time structure of "since" and "after".From the semantic point of view, "X" is divided into three types: time point type, time period type and time point type, and their semantic characteristics are analyzed.On this basis, we also analyze the semantic constraints of the time structure of "since" and "later" on the subsequent sentences, as well as the rules of the preposition of "PX since / after".Finally, the paper points out the difference of presupposition trigger between "since" and "after" from pragmatic point of view.The third chapter is from the diachronic point of view of "since" and "after" investigation.This chapter first analyzes the historical changes of "since" and "after" with diachronic data, then puts forward the mechanism of lexicalization of "since" and "after" on the basis of lexicalization and grammaticalization: metaphor, exfoliation and reanalysis.The fourth chapter is to examine the angle of teaching Chinese as a foreign language.We use the theory of interlanguage and the theory of error analysis to classify the grammatical errors of foreign students, and divide them into three categories: addition, omission and substitution.On this basis, we analyze the causes of errors and put forward corresponding teaching suggestions.The fifth chapter is a summary of the conclusion.
【學位授予單位】：華中師范大學
【學位級別】：碩士
【學位授予年份】：2013
【分類號】：H195.3

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