【摘要】：漢語是一種缺乏嚴(yán)格意義上的形態(tài)變化的語言，漢語中的詞語往往存在多詞性和一詞多義的現(xiàn)象，這也造成了很多詞在語義和用法上的重合。介詞在現(xiàn)代漢語中使用頻率高，且用法最為復(fù)雜，尤其在對(duì)外漢語領(lǐng)域，更是教學(xué)中的重點(diǎn)和難點(diǎn)。介詞“對(duì)”和“向”都有“介引對(duì)象”的語義功能，在有些情況下可以互相替換，有些情況下卻不能，而目前的工具書和教材中對(duì)于這種情況卻沒有明確的說明，造成留學(xué)生在學(xué)習(xí)這兩個(gè)介詞時(shí)常常發(fā)生錯(cuò)用，對(duì)教學(xué)也造成了一定的困難。 本文在前人研究的基礎(chǔ)之上，分別從語法化、語義特征和句法結(jié)構(gòu)方面對(duì)介詞“對(duì)”和“向”進(jìn)行了分析描寫，研究中發(fā)現(xiàn)，當(dāng)介詞“對(duì)”和“向”都存在于“S+對(duì)/向+NP+VP”式結(jié)構(gòu)中時(shí)，它們兩個(gè)有互換的可能。但這種可能僅限于表達(dá)人與人之間單向非物質(zhì)類信息傳遞的情況。除此之外，介詞“對(duì)”和“向”都具有各自獨(dú)有的意義和用法，通過對(duì)這兩個(gè)介詞本身的屬性和句子結(jié)構(gòu)中NP和VP成分的歸類分析，最終確定了從物質(zhì)和非物質(zhì)類信息傳遞的方向性和空間位移性的角度對(duì)二者進(jìn)行明確區(qū)分的劃分標(biāo)準(zhǔn)，共總結(jié)出了六種需要加以辨析的情況，以及在這六中情況下如何對(duì)這兩個(gè)介詞進(jìn)行選擇。 最后，基于對(duì)外漢語教學(xué)的目的，本文考察了留學(xué)生對(duì)漢語介詞“對(duì)”和“向”的使用情況和偏誤情況，得出介詞“對(duì)”的使用率高于介詞“向”，，而介詞“向”的偏誤率高于介詞“對(duì)”的結(jié)論，并對(duì)這種現(xiàn)象的原因加以分析，在此基礎(chǔ)之上提出了一些教學(xué)建議。 在語料的選擇上，本文主要采用了北京語言大學(xué)HSK動(dòng)態(tài)作文語料庫(kù)中的留學(xué)生錯(cuò)句實(shí)例，對(duì)介詞“對(duì)”和“向”發(fā)生錯(cuò)用的實(shí)例進(jìn)行統(tǒng)計(jì)和舉例分析，對(duì)本文的論點(diǎn)加以證明，也為對(duì)外漢語教學(xué)提供了一個(gè)有針對(duì)性的側(cè)重方向。
[Abstract]:Chinese is a language that lacks formal changes in a strict sense. Chinese words often have multiple parts of speech and one word with polysemous meaning, which also results in the coincidence of many words in semantics and usage. Prepositions are frequently used in modern Chinese, and their usage is the most complicated, especially in the field of Chinese as a foreign language. The prepositions "pair" and "Xiang" both have semantic functions of "introducing objects", which can be replaced in some cases, but not in some cases, and are not explicitly stated in current reference books and textbooks. Foreign students often misuse these two prepositions, which makes it difficult for them to teach. On the basis of previous studies, this paper analyzes and describes prepositions "Shi" and "Xiang" from the aspects of grammaticalization, semantic features and syntactic structure. When the prepositions "pair" and "direction" both exist in the "S pair / directional NP VP" structure, they are interchangeable. However, this may be limited to the expression of one-way immaterial information transmission between people. In addition, the prepositions "du" and "Xiang" have their own unique meanings and usages. Through the classification and analysis of the attributes of the two prepositions themselves and the sentence structure of the NP and VP elements, Finally, from the angle of directionality and spatial displacement of material and non-material information transmission, the paper determines the dividing standard of them, and sums up six kinds of situations that need to be differentiated and analyzed. And how to choose the two prepositions in the six cases. Finally, for the purpose of teaching Chinese as a foreign language, this paper examines the usage and bias of the Chinese prepositions "right" and "direction", and concludes that the usage rate of preposition "right" is higher than that of preposition "Xiang". The error rate of preposition "Xiang" is higher than that of preposition "du", and the causes of this phenomenon are analyzed. On the basis of this, some teaching suggestions are put forward. In the selection of corpus, this paper mainly adopts the example of foreign students' wrong sentence in the HSK dynamic composition corpus of Beijing language and language University, and makes statistical analysis and example analysis of the misusing of preposition "right" and "Xiang", and proves the argument of this paper. It also provides a targeted direction for teaching Chinese as a foreign language.
【學(xué)位授予單位】：吉林大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類號(hào)】：H146.2

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本文編號(hào)：2241756