本文選題：旁　切入點(diǎn)：邊　出處：《重慶師范大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：文章通過對(duì)北京語言大學(xué)HSK動(dòng)態(tài)作文語料庫的考察,發(fā)現(xiàn)留學(xué)生在使用“旁”“邊”“旁邊”時(shí)存在偏誤現(xiàn)象,這種偏誤主要源于留學(xué)生對(duì)三者的語義、用法認(rèn)識(shí)上的不足。鑒于此,文章對(duì)“旁”“邊”“旁邊”進(jìn)行了語義和句法上的細(xì)致描寫和深入分析,探究了“旁”類方位詞的語義句法特征。在完善方位系統(tǒng)的同時(shí),為解決對(duì)外漢語教學(xué)中的偏誤問題提供理論上的支撐。全文主要包括五部分:第一部分:指出對(duì)外漢語教學(xué)中“旁”“邊”“旁邊”存在偏誤現(xiàn)象。運(yùn)用偏誤分析理論將這些偏誤分為“遺漏”“誤加”“誤代”三種類型,其中以“誤代”類偏誤最為普遍。探究了偏誤產(chǎn)生的原因,其根源在于本體研究的不足。第二部分:“旁”“邊”的歸屬問題在語言學(xué)界頗具爭(zhēng)議,這種爭(zhēng)議主要源自于對(duì)方位詞的不同界定。該部分從語義和句法兩個(gè)方面給方位詞下了定義,并以此為標(biāo)準(zhǔn)判定“旁”“邊”屬于方位詞。第三部分:運(yùn)用認(rèn)知理論對(duì)方位詞“旁”“邊”“旁邊”進(jìn)行語義分析。在對(duì)“旁”“邊”方位義進(jìn)行溯源的基礎(chǔ)上,從大環(huán)境、意義和形式三個(gè)方面分析了“旁邊”產(chǎn)生的原因。接著對(duì)三者的空間方位義和引申義進(jìn)行細(xì)致分析,“旁”主要依靠參照物,參照物形體、狀態(tài)的不同,“旁”表示的具體方位也有所差別�！斑叀北磉_(dá)空間方位義強(qiáng)調(diào)事物的邊際感,與參照物之間存在相離、相交、包含三種關(guān)系�！斑叀痹陂L(zhǎng)期的使用過程中,產(chǎn)生了向時(shí)間域和情感域轉(zhuǎn)變的用法。此外,將三者與典型方位詞相比,說明三者在表達(dá)空間義上不確定、不顯著的特點(diǎn)。第四部分:以語料庫相關(guān)語料為對(duì)象,以定量分析的方式對(duì)“旁”類方位詞的使用情況進(jìn)行描寫和分析。并在此基礎(chǔ)上對(duì)三者進(jìn)行比較,“旁”單獨(dú)使用形式上多省略,意義上逐漸虛化,使用上要受到各方面的制約,方位詞“邊”不單獨(dú)使用�！芭浴薄斑叀倍寄芪挥诓糠址轿辉~和數(shù)詞之后,“旁邊”和其他典型方位詞不能,但“旁邊”能置于表人名詞和動(dòng)物名詞之后使用,表示具體的方位。第五部分:解決問題。通過對(duì)“旁”“邊”“旁邊”三者的比較分析,進(jìn)一步明確了“旁”“邊”“旁邊”的語義、句法特征。以此為理論依據(jù),對(duì)文章第一部分的偏誤現(xiàn)象做出解釋,并提出相應(yīng)的教學(xué)意見和建議。
[Abstract]:Through the investigation of Beijing Language and Culture University HSK dynamic composition corpus, found that students in the use of "side" and "edge" "next" errors, the error is mainly due to the semantics of the three students, insufficient usage of knowledge. In view of this, the article on the "next" "edge" next to "" the semantics and syntax of a detailed description and analysis, explore the "semantic and syntactic features by" nouns of location. In the range of perfect system at the same time, to provide theoretical support to solve the errors in foreign language teaching. This thesis mainly includes five parts: the first part points out that the teaching of Chinese as a foreign language in the "next" "edge" "next" errors. By using the theory of error analysis of these errors will be divided into "missing" error "and" error generation "three types, in which the" error generation "error type is the most common errors is explored. The cause of its root lies in the ontology. The second part: "next" "edge" problems in the field of linguistics is disputed, the definition of this controversy is mainly derived from other words. This part from two aspects of semantics and syntax to range the definition, and as a standard "beside the" edge "belongs to the range of words. The third part: the application of cognitive theory bearing the words" side "and" edge "" next "semantic analysis. In the" next "" edge "range meaning on the basis of origin, from the environment, the" next "resulting from the analysis of the meaning and the form of three a range of space. Then the meaning of the three and the extended meaning of detailed analysis," side "mainly depends on the reference, the reference form of different state," said the specific position by "are also different." edge "spatial justice emphasize the way of expression There is a sense of marginal, from, and between the reference intersection, contains three kinds of relationship. "Edge" in the long-term use, the change to the time domain and emotional domain usage. In addition, the three compared with the typical range of words, which shows that the three are not identified in the expression of the meaning of space, not significant. The fourth part: a corpus corpus as the object, the use of quantitative analysis methods on "side" nouns of location are described and analyzed. And on the basis of the three comparison, "side" alone on the form of ellipsis, sense of grammaticalization, the use should be restricted by the the orientation of the word "edge" is not used alone. "" by "edge" can be located in the part of orientation words and numerals, "next" and other typical words cannot, but "next" can be placed on a table of people and animal nouns nouns after use, said the specific. A fifth part: solve the problem. Based on the "side" and "edge" and "side" of the three comparative analysis, to further clarify the "side" and "edge" "next" semantic, syntactic features. On the basis of this theory, the first part of this article to explain the phenomenon of error, and put forward the corresponding teaching comments and suggestions.

【學(xué)位授予單位】：重慶師范大學(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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