發(fā)布時(shí)間：2018-04-26 21:15

  本文選題：存在句 + 結(jié)構(gòu)　； 參考：《延邊大學(xué)》2017年碩士論文

【摘要】：外語學(xué)習(xí)者在外語學(xué)習(xí)過程中不可避免地會(huì)受到母語及其它知識(shí)經(jīng)驗(yàn)的影響。語言間的正遷移易于理解,會(huì)促進(jìn)目標(biāo)語的學(xué)習(xí),但是負(fù)遷移由于母語和目標(biāo)語的某些形式和規(guī)則系統(tǒng)不同而使學(xué)習(xí)受到干擾(楊連瑞,張德祿)。受到母語影響是因?yàn)槟刚Z和目標(biāo)語的某些形式和規(guī)則系統(tǒng)不同而使學(xué)習(xí)受到干擾,受其它知識(shí)經(jīng)驗(yàn)影響是指各民族對(duì)客觀世界的認(rèn)知心理不同。人類的認(rèn)知經(jīng)驗(yàn)和語言表達(dá)式之間互相作用,語言表達(dá)式反映著人類的認(rèn)知和經(jīng)驗(yàn),同時(shí)認(rèn)知和經(jīng)驗(yàn)也影響著語言的表達(dá)方式。不同民族之間相同或相近的認(rèn)知模式會(huì)易于語言間的理解,反之會(huì)阻礙語言間的理解。由此可知語言間的差異是外語學(xué)習(xí)的難點(diǎn),故而本文對(duì)俄漢語存在句的結(jié)構(gòu)和語義的差異進(jìn)行了對(duì)比,并運(yùn)用認(rèn)知語言學(xué)理論框架下的范疇化、原型范疇理論和突顯理論對(duì)這些差異進(jìn)行了認(rèn)知探析。本文由前言、主體和結(jié)論三部分構(gòu)成,前言介紹語言學(xué)中對(duì)比研究的大背景以及俄語存在句對(duì)比在國(guó)內(nèi)外的研究狀況。論文主體由三個(gè)章節(jié)構(gòu)成,第二章為俄漢存在句結(jié)構(gòu)類型特征及差異對(duì)比。第三章為俄漢存在句的語義特征及其對(duì)比。第四章為俄漢存在句結(jié)構(gòu)和語義差異的認(rèn)知探析。目前國(guó)內(nèi)對(duì)俄漢存在句的對(duì)比大多都是運(yùn)用傳統(tǒng)的形式對(duì)比分析,從認(rèn)知角度揭示俄漢存在句的差異原因的著作只占少數(shù),希望本文的論述能讓俄語學(xué)習(xí)者對(duì)俄漢存在句的差異和俄漢民族的認(rèn)知有更進(jìn)一步的了解。從認(rèn)知的角度研究俄漢語存在句的差異易于培養(yǎng)學(xué)生透過語言表象掌握語言的內(nèi)在規(guī)律的能力,從而更有效地應(yīng)用俄語。同是也希望本文的研究能夠運(yùn)用到俄漢教學(xué)當(dāng)中去,能夠?qū)φZ言翻譯和語言教學(xué)等方面提供一定的參考依據(jù),極大促進(jìn)俄漢語的學(xué)習(xí)。
[Abstract]:Foreign language learners are inevitably influenced by their mother tongue and other knowledge and experience in the process of foreign language learning. The positive transfer between languages is easy to understand and promotes the learning of the target language, but the negative transfer interferes with the learning due to the differences in some forms and rules of the mother tongue and the target language (Yang Lianrui, Zhang Delu. The influence of mother tongue is due to the different forms and rules of the mother tongue and the target language, and the influence of other knowledge and experience means that the cognitive psychology of the different nationalities towards the objective world is different. Human cognitive experience and linguistic expressions interact with each other. Linguistic expressions reflect human cognition and experience, and at the same time, cognition and experience also affect the expression of language. The same or similar cognitive patterns among different ethnic groups are easy to understand between languages, otherwise, they will hinder the understanding among languages. Therefore, the differences between languages are difficult in foreign language learning. Therefore, this paper compares the differences between the structure and semantics of the existing sentences in Russian and Chinese, and makes use of the categorization within the framework of cognitive linguistics. Prototype category theory and salience theory analyze these differences. This paper consists of three parts: foreword, subject and conclusion. The foreword introduces the background of contrastive study in linguistics and the research situation of Russian existential sentence contrast at home and abroad. The main body of the thesis is composed of three chapters, the second chapter is the comparison of the structural types and differences between Russian and Chinese existential sentences. The third chapter is the semantic characteristics and comparison of Russian and Chinese existential sentences. The fourth chapter is the cognitive analysis of the structural and semantic differences between Russian and Chinese existential sentences. At present, the contrast of Russian and Chinese existential sentences is mostly based on the traditional form of contrastive analysis. From the cognitive perspective, there are only a few works that reveal the reasons for the differences between Russian and Chinese existential sentences. It is hoped that the discussion in this paper will help Russian learners to understand the differences between Russian and Chinese existing sentences and the cognition of Russian and Chinese nationalities. From the cognitive point of view, it is easy to cultivate the students' ability of mastering the internal rules of language through linguistic representation, so as to use Russian more effectively. It is also hoped that this study can be applied to Russian-Chinese teaching, which can provide some reference for language translation and language teaching, and greatly promote the study of Russian and Chinese.
【學(xué)位授予單位】：延邊大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：H35;H146.3
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本文編號(hào)：1807707