對外漢語教學中語氣副詞“千萬”與“萬萬”的多維對比研究
發(fā)布時間：2018-08-27 20:56
【摘要】：語氣副詞作為現代漢語副詞中非常重要的一類詞具有一定的復雜性,在以往的研究中,學者多是選取某一類別的詞,對這一類詞進行綜合的歷時或共時平面的綜合研究,缺少詞與詞細致的對比研究。本文選取了對外漢語教學中兩個極為相近的語氣詞“千萬”與“萬萬”為研究對象,運用對比分析的研究方法,側重從共時的三個平面出發(fā),力圖對二者在句法功能、語義功能及語用功能上的異同點進行全方位的探討和挖掘,并對二者在對外漢語教學中的教學策略提出相關建議。本文主要包括五大部分:第一部分為緒論,主要介紹了本文的選題緣由以及研究內容的相關文獻綜述。這一部分總結了前人關于語氣副詞及“千萬”與“萬萬”的研究成果,筆者通過整理總結文獻資料發(fā)現,現有的關于“千萬”與“萬萬”的研究,存在內容重復,描寫不細致,缺少教學方面研究等問題,這也是本文寫作的緣由。第二部分著重考察了“千萬”與“萬萬”在和不同否定項搭配時語義上的差異和二者是否包含結果義素的語義特征,發(fā)現“千萬”的語義特征為[-結果],“萬萬”的語義特征為[±結果]。第三部分從語料入手,對“千萬”與“萬萬”的句法功能進行了對比分析,從句法結構、句法環(huán)境、搭配、和重疊式四個方面入手,對二者進行了較為細致地描寫。第四部分主要考查“千萬”與“萬萬”的語用對比,對二者的句類分布、表述功能、評價功能及強調功能四個方面進行了相應的考察。第五部分筆者根據對“千萬”與“萬萬”相關知識的梳理及以往教學實踐中的經驗,總結出三條針對“千萬”與“萬萬”的教學方法,供對外漢語教師在課堂教學中參考使用,即對比教學法、創(chuàng)設語境法及任務型教學法。本文的創(chuàng)新之處是通過對“千萬”與“萬萬”的語料進行分類細化研究,經過分析和梳理,細致的描寫二者在句法上、語義上、語用上各自的異同,并根據研究結果和筆者以往教學經驗,對二者在對外漢語教學中的教學策略提出可供參考的建議。
[Abstract]:As a very important word in modern Chinese adverbs, modal adverbs have a certain complexity. In previous studies, most scholars have chosen a certain category of words to conduct a comprehensive diachronic or synchronic comprehensive study of this category of words. Lack of a detailed comparative study of words and words. This paper selects two close modal words "ten thousand" and "Wan Wan" in the teaching of Chinese as a foreign language as the research object, uses the comparative analysis research method, emphatically starts from the synchronic three planes, tries hard to the syntax function of the two in the syntactic function. The similarities and differences of semantic function and pragmatic function are discussed and excavated in all directions, and some suggestions are put forward on their teaching strategies in teaching Chinese as a foreign language (TCFL). This paper mainly includes five parts: the first part is the introduction, mainly introduces the reason of this paper and the related literature review of the research content. This part summarizes the previous research results on mood adverbs and "ten thousand". The author summarizes the literature and finds that the existing studies on "ten thousand" and "ten thousand" have repeated contents and not been described in detail. Lack of teaching research and other problems, this is the reason for this article. The second part focuses on the semantic differences between "tens of millions" and "Wan Wan" in collocation with different negative items and whether they contain the semantic characteristics of the resultant sememe. It is found that the semantic feature of "ten thousand" is [- result], and that of "ten thousand" is [鹵result]. In the third part, the syntactic functions of "ten thousand" and "ten thousand" are compared and analyzed, and they are described in detail from four aspects: syntactic structure, syntactic environment, collocation, and reduplication. The fourth part mainly examines the pragmatic comparison between "ten thousand" and "ten thousand", and makes a corresponding investigation in four aspects: sentence category distribution, expressive function, evaluation function and emphasis function. In the fifth part, the author summarizes three teaching methods aiming at "ten thousand" and "ten thousand" according to the combing of the relevant knowledge of "ten thousand" and "ten thousand" and the experience of teaching practice in the past, which can be used as a reference for teachers of Chinese as a foreign language in classroom teaching. Namely contrast teaching method, create context method and task teaching method. The innovation of this paper is to classify and refine the corpus of "ten thousand" and "ten thousand". After analyzing and combing, the author describes the similarities and differences between them in syntax, semantics and pragmatics. According to the results of the research and the author's previous teaching experience, the author puts forward some suggestions for reference on the teaching strategies of the two methods in the teaching of Chinese as a foreign language (TCFL).
【學位授予單位】：吉林大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：H195.3
[Abstract]:As a very important word in modern Chinese adverbs, modal adverbs have a certain complexity. In previous studies, most scholars have chosen a certain category of words to conduct a comprehensive diachronic or synchronic comprehensive study of this category of words. Lack of a detailed comparative study of words and words. This paper selects two close modal words "ten thousand" and "Wan Wan" in the teaching of Chinese as a foreign language as the research object, uses the comparative analysis research method, emphatically starts from the synchronic three planes, tries hard to the syntax function of the two in the syntactic function. The similarities and differences of semantic function and pragmatic function are discussed and excavated in all directions, and some suggestions are put forward on their teaching strategies in teaching Chinese as a foreign language (TCFL). This paper mainly includes five parts: the first part is the introduction, mainly introduces the reason of this paper and the related literature review of the research content. This part summarizes the previous research results on mood adverbs and "ten thousand". The author summarizes the literature and finds that the existing studies on "ten thousand" and "ten thousand" have repeated contents and not been described in detail. Lack of teaching research and other problems, this is the reason for this article. The second part focuses on the semantic differences between "tens of millions" and "Wan Wan" in collocation with different negative items and whether they contain the semantic characteristics of the resultant sememe. It is found that the semantic feature of "ten thousand" is [- result], and that of "ten thousand" is [鹵result]. In the third part, the syntactic functions of "ten thousand" and "ten thousand" are compared and analyzed, and they are described in detail from four aspects: syntactic structure, syntactic environment, collocation, and reduplication. The fourth part mainly examines the pragmatic comparison between "ten thousand" and "ten thousand", and makes a corresponding investigation in four aspects: sentence category distribution, expressive function, evaluation function and emphasis function. In the fifth part, the author summarizes three teaching methods aiming at "ten thousand" and "ten thousand" according to the combing of the relevant knowledge of "ten thousand" and "ten thousand" and the experience of teaching practice in the past, which can be used as a reference for teachers of Chinese as a foreign language in classroom teaching. Namely contrast teaching method, create context method and task teaching method. The innovation of this paper is to classify and refine the corpus of "ten thousand" and "ten thousand". After analyzing and combing, the author describes the similarities and differences between them in syntax, semantics and pragmatics. According to the results of the research and the author's previous teaching experience, the author puts forward some suggestions for reference on the teaching strategies of the two methods in the teaching of Chinese as a foreign language (TCFL).
【學位授予單位】：吉林大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：H195.3
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