本文選題：時間副詞 + 一向��； 參考：《吉林大學(xué)》2013年碩士論文

【摘要】：本文在前人研究分析的基礎(chǔ)上，主要從句法、語義、語用三個平面并結(jié)合認知語言學(xué)的觀點對“一向”和“向來”進行了分析，發(fā)現(xiàn)它們既有很多相同之處，也有很多細微的差別，具體差別如下： 第一，本文認為“一向”具有表示過去時的時間概念，表示的是從過去到過去的某個參照時刻為止的這一時段，表示的是長時、反復(fù)的時量；“向來”表示恒常時的時間概念，表示的是從過去到參照時刻為止，不論參照時刻是過去現(xiàn)在還是將來，表示的時量也是長時的，而且具有規(guī)律化，習(xí)慣化的傾向�！耙幌颉⑾騺怼北硎镜臓顟B(tài)特征是恒常性的，反復(fù)性高的，并呈現(xiàn)出慣例化、習(xí)慣化的狀態(tài)�！耙幌颉⑾騺怼苯�(jīng)常在靜態(tài)句中表示靜態(tài)關(guān)系、性質(zhì)或狀態(tài)的延續(xù)或保持，還可以用在一些動態(tài)句中表示動態(tài)行為的長期反復(fù)持續(xù)。 第二，在句法位置方面，我們得出“一向、向來”的典型句法位置位于主語之后，謂語之前，是無標記的；它們還可以位于主語之前，但據(jù)我們考察“向來”位于主語之前要比“一向”位于主語之前更常見；“一向、向來”也可以位于定語的位置上，此時它們是區(qū)別詞；“一向/向來+X”結(jié)構(gòu)可以作定語，少量還可以作補語。 第三，在句法特征方面，與時間成分共現(xiàn)的幾率很少，“一向”可以與泛指性過去時點詞、表示過去長時段的“……以（之）后”共現(xiàn)，很少與時段詞共現(xiàn),“向來”不能與表示固定時點的狀語搭配�？梢耘c不固定時點狀語、時段狀語共現(xiàn)�！耙幌�、向來”都可以與表示可重復(fù)出現(xiàn)時段的時段詞共現(xiàn)，，共現(xiàn)時，它們位序比較自由；與動詞搭配，“一向、向來”都可以與狀態(tài)動詞搭配或否定副詞加動態(tài)動詞構(gòu)成其否定式來表示一種狀態(tài)或者動作的持續(xù)，它們對動詞的音節(jié)也有限制，都不能修飾單音節(jié)的光桿動詞，在肯定句中修飾間歇性持續(xù)動詞時，都需要有時間、地點或某種情況共現(xiàn)，都不能修飾動詞的重疊形式和無限結(jié)構(gòu)動詞；不能修飾動詞帶結(jié)果補語的動補結(jié)構(gòu)，但“向來”可以修飾動補結(jié)構(gòu)的否定式，“一向”不可以，“向來”還可以與動量和時量共現(xiàn)，“一向”不可以；與形容詞搭配時，多與性質(zhì)形容詞搭配，單音節(jié)性質(zhì)形容詞通過與其他副詞等成分配合來與“一向、向來”共現(xiàn)，而這些形容詞多為描寫人的品質(zhì)特征、個性態(tài)度和精神狀態(tài)，或者是事物的屬性特點；與體標記搭配時，“一向”和“向來”都不能跟“著、了、過”，“起來、下去”共現(xiàn)，只能通過修飾“沒(有)+單音節(jié)V”結(jié)構(gòu)跟“過”共現(xiàn)。“一向、向來”可以與否定副詞“不”“沒（有）”“未”共現(xiàn)，但是“向來”的否定比率比“一向”要高�！耙幌�、向來”與“不”的共現(xiàn)率最高，與“未”的共現(xiàn)率最低，可以與程度副詞共現(xiàn)，但是多與表程度深的程度副詞共現(xiàn)，還可以與范圍副詞共現(xiàn)，但與限定性范圍副詞的搭配最多�！耙幌�、向來”也可以與語氣副詞共現(xiàn)，它們與這些副詞連用的時大都位于這些副詞的前面，但和“都”或語氣副詞連用共現(xiàn)時，它們的位置可以在前也可以在后。 第四，在語用層面，“一向”的使用頻率要高于“向來”的使用頻率，“一向”既可以用于書面語也可以用于口語，“向來”則較少地用于正式語體�！耙幌�、向來”都具有時間指示和突出焦點的作用。“向來”具有輕微的對比和轉(zhuǎn)折的作用。 第五，從對外漢語教學(xué)角度，分別對教師、學(xué)習(xí)者以及教材編寫者提出了一些建議。對教師的建議，主要通過畫圖的方式讓學(xué)生了解這對詞的注意力視窗開啟的不同參照時刻；對學(xué)習(xí)者，主要是克服母語的負遷移和消極的學(xué)習(xí)態(tài)度等；對于教材編寫者，主要是注重它們的語序和語用方面的區(qū)別。
[Abstract]:On the basis of previous research and analysis, this paper analyzes the "always" and "always" from the three planes of syntax, semantics and pragmatics and combines the viewpoints of cognitive linguistics. It is found that they have many similarities, but also have many subtle differences, and the specific differences are as follows:
First, this article holds that "always" has the time concept of the past tense, which represents the time period from the past to the past at a certain time of reference. It represents long time, repeated time and time; "always" represents the time concept of constant time, from the past to the reference time, no matter the time of reference is the past and the present. Or in the future, the amount of time expressed is long, regular and customary. The state characteristic of "always, always" is constant, repetitive, and has a customary and customary state. "Always, always," often expresses the static relationship, the nature, or the state of the static sentence. Used in some dynamic sentences to express dynamic behavior over a long period of time.
Second, in terms of syntactic position, we conclude that the typical syntactic position of "always, always" is unmarked before the predicate; they can also be located before the subject, but it is more common before we look at the subject before the subject is in the subject; "always, always" can also be located. In the position of language, they are distinguishing words at this time; the structure of "always / always +X" can be used as attributive, and a small amount can also be used as complement.
Third, in the aspect of syntactic features, the probability of co occurrence with the time component is very little. "Always" can be used with the general term words of the past time points, to show the "after" in the long period of time, and rarely co-exist with the time term words. "Always" can not match the adverbials that express the fixed time points. "Direction" and "always" can be shared with the term words that express reappearing time periods, and they are free in order. With verbs, "always," "always," can be paired with a state verb or a negative adverb and a dynamic verb to form a negative form to indicate the continuity of a state or a person's action, and they are limited to the syllables of the verb. The system can not modify the monosyllabic light pole verb. When it modifies the intermittent continuous verb in the affirmative sentence, it needs time, place, or some case. Neither can modify the overlapped form of the verb and the infinite structural verb; it can not modify the verb complement structure of the result complement, but "always" can modify the negative formula of the verb complement structure. "Always" can not. "Always" can also co-exist with momentum and time. "Always" can not. When collocation with adjectives, it is collocation with adjectives, and one syllable adjectives co-exist with other adverbs, such as "always," and these adjectives are mostly described in character, personality, and attitude. The spirit state, or the attribute characteristic of the thing; when collocation with the body mark, "always" and "always" can not follow the "go, go,", "rise, go down" to co-exist only by modifying the structure of "not (having) + monosyllabic V" and "over". "Always," can be shared with the negative adverb "no" "no" "no" "" "" " But the negative ratio of "always" is higher than that of "always". The co occurrence rate of "always," and "no" is the highest, and the co occurrence rate of "not" is the lowest. It can co-exist with the degree adverb, but it co appears with the degree adverb, but also can be co existing with the scope adverb, but with the restrictive adverb. They can also co-exist with the modal adverbs, which are mostly used in front of these adverbs, but they are used in conjunction with the "capital" or the modal adverbs, and their positions can be in the front or after.
Fourth, on the pragmatic level, the use of "always" is higher than the frequency of "always". "Always" can be used in both written and spoken language. "Always" is less used in formal languages. "Always, always" has the role of time indication and focus. "Always" has a slight contrast and turning point. Effect.
Fifth, from the angle of teaching Chinese as a foreign language, some suggestions are put forward for teachers, learners and the writers of teaching materials. The suggestions for teachers are made mainly through drawing to make students understand the different reference moments of opening the attention window of the words; for the learners, the negative transfer and negative learning attitude of the mother tongue are mainly to be overcome. For textbook writers, the difference between word order and pragmatics is mainly concerned.

【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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