本文選題：漢語(yǔ)增減類動(dòng)詞 + 高頻搭配��； 參考：《南京師范大學(xué)》2017年碩士論文

【摘要】：本文選取漢語(yǔ)增減類動(dòng)詞中較為常見(jiàn)且留學(xué)生易用錯(cuò)的22個(gè)動(dòng)詞作為研究對(duì)象,將其分為“增、加、添、減、削”類動(dòng)詞,進(jìn)行用法和語(yǔ)義方面的考察分析,并為對(duì)外漢語(yǔ)教學(xué)提供一定的有益參考。用法層面,本文主要從高頻搭配與類聯(lián)接的角度對(duì)漢語(yǔ)增減類動(dòng)詞加以考察。通過(guò)對(duì)相關(guān)語(yǔ)料的篩選、統(tǒng)計(jì)、歸納和分析,得出增減類動(dòng)詞的高頻搭配詞與搭配形式、主要的類聯(lián)接框架,并對(duì)“增、加、添、減、削”各類動(dòng)詞的搭配情況作了簡(jiǎn)要的總結(jié)比較。在高頻搭配方面,這22個(gè)增減類動(dòng)詞的前五項(xiàng)高頻搭配詞不盡相同;在主要類聯(lián)接方面,通過(guò)考察語(yǔ)料,獲得了各動(dòng)詞同有關(guān)名詞性成分、動(dòng)詞性成分、形容詞性成分和副詞性成分等搭配構(gòu)成“主謂、動(dòng)賓、動(dòng)補(bǔ)、定中或狀中”等類聯(lián)接框架的相關(guān)情況,比較發(fā)現(xiàn)各個(gè)動(dòng)詞在各主要類聯(lián)接中表現(xiàn)出來(lái)的活躍度及其與具體成分的搭配情況存在差異。語(yǔ)義層面,本文主要從語(yǔ)義特征、“詞義成分-詞義構(gòu)成模式”以及賓語(yǔ)的語(yǔ)義類別三個(gè)角度進(jìn)行探究。首先以[+變化]這一增減類動(dòng)詞共有的語(yǔ)義特征為基礎(chǔ),結(jié)合上一章對(duì)增減類動(dòng)詞主要搭配與類聯(lián)接的考察結(jié)論,概括出增減類動(dòng)詞具體的八組語(yǔ)義特征,考察發(fā)現(xiàn)這22個(gè)動(dòng)詞大都具有[+有生]、[+抽象]、[+外力]、[+程度深]、[+高頻性]、[+漸變]的語(yǔ)義特征,且“增、減、削”類動(dòng)詞的語(yǔ)義特征更為豐富,而“加、添”類動(dòng)詞的語(yǔ)義限制相對(duì)多一些。繼而參考這些語(yǔ)義特征和幾部常用詞典的釋義,運(yùn)用“詞義成分-詞義構(gòu)成模式”對(duì)各動(dòng)詞的語(yǔ)義進(jìn)行了形式化的描寫(xiě),得出其釋義模式主要包括E+D型和D+E型兩種,前者體現(xiàn)出較強(qiáng)的“使令”義或“致使”義,且各動(dòng)詞在“變化”的對(duì)象、范圍、條件、結(jié)果等方面存在一定的聯(lián)系與區(qū)別。此外,本文還結(jié)合語(yǔ)料對(duì)各增減類動(dòng)詞搭配賓語(yǔ)的語(yǔ)義類別進(jìn)行了概括歸納,發(fā)現(xiàn)“增、加、添、減、削”各類動(dòng)詞之間及其內(nèi)部成員動(dòng)詞之間在賓語(yǔ)涉及的語(yǔ)義類別上既有交叉,也有不同。最后,本文從對(duì)外漢語(yǔ)教學(xué)的角度對(duì)漢語(yǔ)增減類動(dòng)詞進(jìn)行了探討。首先對(duì)教材的處理方式進(jìn)行考察,發(fā)現(xiàn)三大教材中增減類動(dòng)詞的收錄情況是不理想、不均衡的,釋義方面存在“以詞釋詞”、缺少典型配例等問(wèn)題;接著對(duì)留學(xué)生的偏誤情況作了考察分析,得出了增減類動(dòng)詞的偏誤主要包括語(yǔ)法性偏誤和語(yǔ)義性偏誤兩大類,且以因詞義或詞性把握不清而導(dǎo)致的混用偏誤最為常見(jiàn),并對(duì)偏誤原因進(jìn)行了探討。在此基礎(chǔ)上提出了有關(guān)教材編寫(xiě)和教師課堂教學(xué)方面的改進(jìn)建議。
[Abstract]:In this paper, 22 verbs, which are common in Chinese and which are easy to use by foreign students, are divided into "add, add, add, subtract, cut" verbs, and their usage and semantics are investigated and analyzed. And to provide some useful reference for teaching Chinese as a foreign language. At the aspect of usage, this paper mainly studies the Chinese verb of addition and subtraction from the angle of high frequency collocation and class connection. Through the selection, statistics, induction and analysis of relevant corpus, this paper draws the conclusion that the high frequency collocation and collocation form, the main category join frame, and "add, add, add, subtract, add, subtract, add, subtract, add, subtract, add, subtract, add, add, subtract". The collocation of all kinds of verbs is summarized and compared briefly. In the aspect of high-frequency collocation, the first five high-frequency collocations of the 22 verbs are different. The related situation of the collocation of adjective elements and adverb elements, such as "subject and predicate, verb-object, move-complement, fixed or middle" and so on, It is found that there are differences in the activity degree and collocation between the verbs and the specific components in the main categories. At the semantic level, this paper mainly discusses the semantic features, the semantic component-semantic construction model and the semantic category of the object. Firstly, based on the semantic characteristics of the verb of addition and subtraction, and combining the conclusion of the previous chapter on the collocation of the verb in the category of addition and subtraction, this paper generalizes the specific semantic characteristics of the verb in the category of addition and subtraction. It is found that most of the 22 verbs have semantic characteristics of "living", "abstract", [external force], [depth], [high frequency], [gradual change], and "increase, decrease, cut" type verbs have more semantic characteristics, and "add", There are relatively more semantic restrictions on the category verbs. Then, referring to these semantic features and the definitions of several commonly used dictionaries, this paper describes the semantics of each verb formally by using "word meaning Component-word meaning formation Model", and finds out that the interpretation modes mainly include two types: E-D and D-E. The former embodies a strong meaning of "making order" or "causing", and each verb has certain connection and difference in the object, scope, condition and result of "change". In addition, this paper also generalizes the semantic categories of verb collocation objects of addition and subtraction, and finds that "add, add, add, subtract, add, add, subtract, add, add, subtract, add, add, subtract". The semantic categories of objects are not only intersected but also different between various verbs and their internal members. Finally, this paper discusses the addition and subtraction of Chinese verbs from the perspective of teaching Chinese as a foreign language. First of all, through the investigation of the treatment of the teaching materials, it is found that the inclusion of the verbs of addition and subtraction in the three textbooks is not ideal and unbalanced, and there are some problems in the interpretation, such as "interpreting words with words" and lacking typical examples. Then, the author makes an investigation and analysis on the errors of foreign students, and concludes that the errors of the add-minus and subclass verbs mainly include grammatical errors and semantic errors, and the mixed errors caused by the ambiguity of word meaning or part of speech are the most common. The causes of errors are also discussed. On the basis of this, the author puts forward some suggestions on how to improve the textbook compilation and teachers' classroom teaching.
【學(xué)位授予單位】：南京師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：H146.2

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 何潔玲;羅思明;;“改”類詞語(yǔ)右側(cè)類聯(lián)接和語(yǔ)義韻的實(shí)證性研究[J];現(xiàn)代語(yǔ)文(語(yǔ)言研究版);2014年04期

2 孟凱;;留學(xué)生反義屬性詞的類推及其成因[J];漢語(yǔ)學(xué)習(xí);2009年01期

3 張博;;第二語(yǔ)言學(xué)習(xí)者漢語(yǔ)中介語(yǔ)易混淆詞及其研究方法[J];語(yǔ)言教學(xué)與研究;2008年06期

4 楊吉春;;反義復(fù)詞內(nèi)部結(jié)構(gòu)分析與詞匯教學(xué)[J];漢語(yǔ)學(xué)習(xí);2008年04期

5 李紅印;;構(gòu)詞與造句:漢語(yǔ)學(xué)習(xí)詞典編纂的兩個(gè)重心[J];語(yǔ)言文字應(yīng)用;2008年02期

6 張博;;反義類比構(gòu)詞中的語(yǔ)義不對(duì)應(yīng)及其成因[J];語(yǔ)言教學(xué)與研究;2007年01期

7 俞理明;;語(yǔ)義標(biāo)記和漢語(yǔ)構(gòu)詞的不對(duì)稱現(xiàn)象[J];漢語(yǔ)學(xué)習(xí);2006年06期

8 張和生;對(duì)外漢語(yǔ)詞匯教學(xué)研究述評(píng)[J];語(yǔ)言文字應(yīng)用;2005年S1期

9 由麗萍,王素格;漢語(yǔ)動(dòng)詞-動(dòng)詞搭配規(guī)則與分布特征[J];計(jì)算機(jī)工程與應(yīng)用;2005年23期

10 白妙青,鄭家恒;動(dòng)詞與動(dòng)詞搭配方法的研究[J];計(jì)算機(jī)工程與應(yīng)用;2004年27期

，

本文編號(hào)：1787561