本文選題：能性述補結(jié)構(gòu) + 能性助動詞結(jié)構(gòu)��； 參考：《復(fù)旦大學(xué)》2013年碩士論文

【摘要】：世界上大多數(shù)語言表達能性范疇的都是情態(tài)動詞,漢語表達能性范疇的具有兩種語法形式,一是能性助動詞結(jié)構(gòu)(通常稱能愿動詞),二是能性述補結(jié)構(gòu)(通常稱可能補語)(本文研究對象以能性范疇作為立足點,因此在術(shù)語上統(tǒng)一稱為能性結(jié)構(gòu))。由于漢語在這一方面具有獨特性,而本體研究在很多方面還尚無定論,在對外漢語教學(xué)中能性結(jié)構(gòu)成為難點,尤其是能性結(jié)構(gòu)否定式,由于涉及到否定范疇,更是難上加難。本文要考察的問題就是漢語兩種能性結(jié)構(gòu)否定式及其習(xí)得情況。 第一章、說明研究背景、范圍和意義等。 第二章、梳理先輩時賢的相關(guān)研究成果。 第三章、分析兩種能性結(jié)構(gòu)否定式,分別從句法、語義和語用三個平面進行分析。然后比較兩種典型結(jié)構(gòu)“不能V(C)”和“V不C”,這是本章的重點。由于“V不C”的使用頻率遠遠高于“不能V(C)”,因此立足點和側(cè)重點為“V不C”。由于“不能V(C)”是多義結(jié)構(gòu),根據(jù)意義可以分為“不能1V(C)”和“不能V2(C)”；同樣“V不C”也分為不同小類——“V不X”、“V不了2”和“V不得2”(文中的“V不C”如無說明則指“V不X”和“V不了2”,在涉及分類和比較時,三個小類統(tǒng)稱“V不C”),它們之間具有不同特點。兩種能性結(jié)構(gòu)否定式在使用分布和條件上都有所不同,筆者結(jié)合歷時語法研究成果和認知語法的觀點,在共時層面梳理了它們的使用范圍和條件。 第四章和第五章為第二語言習(xí)得研究,是本文的重點。通過語料庫研究和問卷調(diào)查,搜集自然語料和誘發(fā)語料,相互補充,相互參照,分析留學(xué)生習(xí)得的偏誤和特點。留學(xué)生的習(xí)得情況明顯具有回避、窄化,泛化等特點,偏誤較集中體現(xiàn)在結(jié)構(gòu)混用、語義不當(dāng)?shù)确矫�。偏誤原因包括母語負遷移、學(xué)習(xí)策略、知識的難度等級、目的語規(guī)則泛化和教學(xué)現(xiàn)狀等。 第六章、在習(xí)得情況分析的基礎(chǔ)上再考察教學(xué)大綱和教材,提出相應(yīng)的教學(xué)建議,不僅從結(jié)構(gòu)、語義和語用上進行解釋,更從認知的角度挖掘能性結(jié)構(gòu)否定式在二語習(xí)得中的深層問題與對策。 第七章、總結(jié)全文,包括創(chuàng)新點,不足及有待進一步深入和擴展的地方。
[Abstract]:Most languages in the world are modal verbs in the category of expressive activity, and the category of expressive activity in Chinese has two grammatical forms. One is the structure of the active auxiliary verb (usually called "can wish verb"), the second is the "possible complement" (usually called "possible complement") (the object of this study is to take the category of energy as the foothold, so it is called "energy structure" in terms of unity. Because Chinese is unique in this respect, but the ontology research in many aspects has not yet been decided, in the teaching of Chinese as a foreign language, the ability structure becomes a difficulty, especially the negative form of the ability structure, because of the negative category, it is even more difficult. The problem to be examined in this paper is the two kinds of negatives and their acquisition in Chinese. The first chapter explains the background, scope and significance of the research. The second chapter, combing the previous generation of relevant research results. In chapter three, we analyze two kinds of negatives, which are syntactic, semantic and pragmatic. Then we compare the two typical structures "can't Von C" and "V bu C", which is the focus of this chapter. Because the use frequency of "V not C" is much higher than that of "can't V C", the foothold and emphasis is "V not C". Since "can't Vt C" is a polysemous structure, it can be divided into two categories according to its meaning: "No 1V C" and "no V 2C"; similarly, "V bu C" is also divided into different subclasses-"V not X". "V not 2" and "V must not 2" ("V not C" in this paper means "V not X" and "V cannot 2", when it comes to classification and comparison, the three subcategories are collectively called "V not C" and have different characteristics between them. There are differences in the distribution and conditions of use between the two kinds of negatives. The author combs the scope and conditions of their use at the synchronic level in combination with the achievements of diachronic grammatical research and the viewpoint of cognitive grammar. The fourth and fifth chapters are the focus of this thesis. By corpus-based research and questionnaire survey, natural and induced data are collected to complement and refer to each other to analyze the errors and characteristics of foreign students' acquisition. The acquisition of foreign students obviously has the characteristics of avoidance, narrowing and generalization, and the errors are mainly reflected in the mixed use of structure, improper semantics and so on. The causes of errors include negative transfer of mother tongue, learning strategies, difficulty level of knowledge, generalization of target language rules and teaching status. Chapter six, on the basis of the analysis of the acquisition situation, reviews the syllabus and teaching materials, and puts forward the corresponding teaching suggestions, not only in terms of structure, semantics and pragmatics, but also in terms of structure, semantics and pragmatics. From the perspective of cognition, this paper explores the deep problems and countermeasures of energy structure negatives in second language acquisition. The seventh chapter summarizes the full text, including the innovation points, shortcomings and areas to be further developed and expanded.
【學(xué)位授予單位】：復(fù)旦大學(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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本文編號：1779481