【摘要】：本文以現(xiàn)代漢語簡單反身代詞“自己”和復(fù)合反身代詞“他自己”為研究對象,主要分為緒論、主體和結(jié)語三個部分。緒論部分主要介紹研究的目的及意義、研究現(xiàn)狀、研究方法等。主體部分包括第二章至第五章。 第二章研究分析簡單反身代詞“自己”和復(fù)合反身代詞“他自己”的使用特點。本文對反身代詞“自己”和“他自己”的非照應(yīng)用法和照應(yīng)用法進(jìn)行了分類,并對“自己”的長距離約束特性進(jìn)行了詳細(xì)地分析。此外研究發(fā)現(xiàn)在一定條件下的復(fù)合反身代詞“他自己”能夠接受長距離約束,且有主語傾向性；“自己”和“他自己”在人稱和數(shù)方面的差異使得兩者的指向情況存在差異。 第三章用真值測試的方式對以韓語為母語的學(xué)生和以西班牙語為母語的學(xué)生理解漢語反身代詞“自己”和“他自己”的情況進(jìn)行調(diào)查。經(jīng)總結(jié)得出漢語學(xué)習(xí)者的母語對漢語學(xué)習(xí)者習(xí)得漢語中的反身代詞有一定的影響,但不是全部。以韓語為母語的學(xué)生習(xí)得漢語反身代詞長距離約束特性比以西班牙語為母語的學(xué)生更有優(yōu)勢。其次不同母語的漢語學(xué)習(xí)者理解和使用“自己”的情況在普遍語法允許的范圍內(nèi),成人第二語言學(xué)習(xí)者可及普遍語法。 第四章搜集、整理HSK動態(tài)作文語料庫中以韓語為母語的學(xué)生和以西班牙語為母語的學(xué)生使用漢語反身代詞“自己”和“他自己”的情況,調(diào)查結(jié)果表明兩組漢語學(xué)習(xí)者在使用反身代詞約束特性時,使用短距離約束多于長距離約束。此外對語料中先行語的詞性及語料中“自己”/“他自己”所處的語法位置做了統(tǒng)計,結(jié)果顯示“自己”在句中多處于定語位置。 第五章分調(diào)查教材課文中使用“自己”、“他自己”的情況,研究發(fā)現(xiàn)“自己”主要是作為反身代詞,起照應(yīng)作用。此外,當(dāng)“自己”起照應(yīng)作用時,多處在定語位置,這與語料庫調(diào)查的統(tǒng)計結(jié)果相一致。針對問卷測試、語料調(diào)查、教材調(diào)查的結(jié)果,對對外漢語的教學(xué)提出一些建議,希望能對對外漢語教學(xué)有所幫助。
[Abstract]:This paper focuses on the simple reflexive pronoun "oneself" and the compound reflexive pronoun "he himself" in modern Chinese, which is divided into three parts: introduction, subject and conclusion. The introduction part mainly introduces the purpose and significance of the research, research status, research methods and so on. The main part includes the second to fifth chapters. Chapter two analyzes the characteristics of simple reflexive pronoun "oneself" and compound reflexive pronoun "he himself". This paper classifies the non-anaphora and anaphora usages of the reflexive pronouns "oneself" and "himself", and analyzes in detail the long distance constraint characteristics of "oneself". In addition, it is found that the compound reflexive pronoun "he himself" under certain conditions can accept long distance constraints and has the subject tendency, and the difference between "oneself" and "he himself" in person and number makes their pointing situation different. The third chapter investigates the understanding of Chinese reflexive pronouns "oneself" and "himself" by the way of truth test. The students who speak Korean as their mother tongue and Spanish as their mother tongue understand the Chinese reflexive pronouns "oneself" and "himself". It is concluded that Chinese learners' mother tongue has some influence on Chinese learners' acquisition of Chinese reflexive pronouns, but not all of them. It is more advantageous for native Korean students to acquire Chinese reflexive pronouns with long distance constraint than Spanish-speaking students. Secondly, Chinese learners with different mother tongue understand and use "self" to the extent permitted by universal grammar, adult second language learners can reach universal grammar. Chapter four collects and arranges the situation of Korean native speakers and Spanish-speaking students using Chinese reflexive pronouns "oneself" and "himself" in HSK dynamic composition corpus. The results show that the two groups of Chinese learners use short distance constraints more than long distance constraints when using reflexive pronoun constraints. In addition, the part of speech of antecedents in the corpus and the grammatical position of "oneself" / "himself" in the corpus are analyzed. The results show that "oneself" is in the attributive position in the sentence. The fifth chapter investigates the use of "oneself" and "himself" in the text, and finds that "oneself" is mainly used as a reflexive pronoun and serves as anaphora. In addition, when "oneself" acts as anaphora, many of them are in attributive position, which is consistent with the statistical results of corpus surveys. Based on the results of questionnaire test, corpus survey and textbook survey, some suggestions are put forward for teaching Chinese as a foreign language, hoping to be helpful to the teaching of Chinese as a foreign language.
【學(xué)位授予單位】：安徽大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2013
【分類號】：H195

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