本文關(guān)鍵詞： 語義類型 是 X 偏誤 教學(xué)建議　出處：《沈陽師范大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：從結(jié)構(gòu)形式上來看,“X是X,(P)”類似于同語重復(fù),但是實(shí)際情況要比其語表形式呈現(xiàn)出來的復(fù)雜得多。前賢們關(guān)于“X是X,(P)”的研究已有很多,主要側(cè)重于意義和類型兩個(gè)方面,但都存在一定的爭(zhēng)議。對(duì)其進(jìn)行對(duì)外漢語教學(xué)時(shí)常常無據(jù)可依,這就導(dǎo)致外國學(xué)習(xí)者在習(xí)得過程中產(chǎn)生諸多偏誤。本文主要從語言本體和對(duì)外漢語教學(xué)兩個(gè)方面來討論帶有后續(xù)小句的“X是X”。語言本體方面,我們將在前人研究的基礎(chǔ)上對(duì)其進(jìn)行深入分析,從語義類型入手,對(duì)后續(xù)小句、“是”“X”進(jìn)行討論;對(duì)外漢語教學(xué)方面,我們對(duì)外國學(xué)習(xí)者和對(duì)外漢語教師進(jìn)行了問卷調(diào)查,根據(jù)調(diào)查結(jié)果總結(jié)出偏誤類型,分析造成偏誤的原因,并為“X是X,(P)”的對(duì)外教學(xué)提供建議,以期達(dá)到提高教學(xué)效率的目的。首先是緒論部分。該部分主要介紹本文的選題目的、選題意義、研究范圍、研究內(nèi)容,從語言本體和對(duì)外漢語教學(xué)兩個(gè)方面總結(jié)前人對(duì)“X是X,(P)”的研究成果,主要包括已有命名、類型的已有研究、各部件的已有研究、相關(guān)教學(xué)的已有研究等。進(jìn)一步說明本文的研究方法、理論基礎(chǔ)、語料來源等,并提出自己的創(chuàng)新之處。全文共分為以下四個(gè)章節(jié):第一章我們從意義上將“X是X,(P)”分為讓轉(zhuǎn)和區(qū)別兩大類,并對(duì)其做了次類型劃分。根據(jù)后續(xù)小句“P”,從結(jié)構(gòu)上將“X是X,(P)”分為有轉(zhuǎn)折標(biāo)記類、無轉(zhuǎn)折標(biāo)記類、“X是X,Y是Y(n)”,并從中發(fā)現(xiàn)了一項(xiàng)新的結(jié)構(gòu)類型——無轉(zhuǎn)折標(biāo)記類,探討了語義類型和結(jié)構(gòu)類型之間的密切聯(lián)系。第二章研究“X是X,(P)”中的常項(xiàng)“是”,從讓轉(zhuǎn)和區(qū)別兩大語義類型入手,分別從句法、語義、語用三個(gè)平面來研究不同語義類型中的“是”。第三章研究“X是X,(P)”中的變項(xiàng)“X”,從讓轉(zhuǎn)和區(qū)別兩大語義類型入手,分別從句法、語義、語用三個(gè)平面來研究其中“X”的性質(zhì),分析前后“X”在不同語義類型中的平衡性。第四章我們以中級(jí)階段留學(xué)生為調(diào)查對(duì)象,對(duì)“X是X,(P)”進(jìn)行問卷調(diào)查,根據(jù)調(diào)查現(xiàn)狀總結(jié)出了偏誤類型。同時(shí)我們也調(diào)查了對(duì)外漢語教師對(duì)于“X是X,(P)”的掌握情況。針對(duì)偏誤類型和對(duì)外漢語教師調(diào)查情況分析偏誤原因,并提出相應(yīng)的教學(xué)建議,以期為“X是X,(P)”的對(duì)外漢語教學(xué)提供借鑒。
[Abstract]:In terms of structure, "X is Xinji P)" is similar to the same language repetition, but the actual situation is much more complicated than the form of its language table. There have been a lot of studies on "X is Xanghu P)", focusing mainly on meaning and type. However, there are some controversies. When teaching Chinese as a foreign language, there is often no evidence to support it. This leads to many errors in the process of acquisition by foreign learners. This paper mainly discusses "X is X" with the following clause from two aspects: language ontology and teaching Chinese as a foreign language. On the basis of the previous studies, we will make a deep analysis of it, start with the semantic types, discuss the following clauses, "is" X ". In the teaching of Chinese as a foreign language, we have conducted a questionnaire survey on foreign learners and teachers of Chinese as a foreign language. According to the results of the investigation, this paper summarizes the types of errors, analyzes the causes of the errors, and provides some suggestions for the external teaching of "X is Xanjiu P)" in order to achieve the purpose of improving the teaching efficiency. First, it is the introduction part. This part mainly introduces the purpose of this paper. The significance of the topic, the scope of the study, the content of the study, and the previous research results of "X is XPX" are summarized from the aspects of language ontology and teaching of Chinese as a foreign language, mainly including the existing research on the existing naming, the type of the research, and the existing research on each component. Further explain the research methods, theoretical basis, language sources and so on. The paper is divided into the following four chapters: in Chapter one, we divide X into two categories: "X is X" and "X is X", which is divided into two categories: "X is X" and "X" is divided into two categories: "X is X" and "X" is divided into two categories. According to the following clause "P", "X is XG (P)" is divided into turning mark class, no turning mark class, and "X is XY is Yannian)", and a new structure type, no turning mark class, is found from the following clause "P". This paper discusses the close relationship between semantic types and structural types. Chapter two studies the "yes" in "X is Xnong Pu", starting with the transition and differentiation of the two semantic types, respectively from the syntactic and semantic aspects. The third chapter studies the variable "X" in "X is XP", starting with the transition and differentiation of two semantic types, and studies the nature of" X "from the three planes of syntax, semantics and pragmatics, respectively. The balance of "X" in different semantic types is analyzed before and after the analysis. Chapter 4th, taking international students in intermediate stage as the object of investigation, carries out a questionnaire survey on "X is X". According to the current situation of investigation, this paper summarizes the types of errors. At the same time, we also investigate the teachers' mastery of "X is XP". According to the types of errors and the investigation of teachers of Chinese as a foreign language, we analyze the causes of errors, and put forward some teaching suggestions. In order to provide reference for teaching Chinese as a foreign language.
【學(xué)位授予單位】：沈陽師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：H195.3

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本文編號(hào)：1510436