【摘要】：詞匯句法知識(shí)在語(yǔ)言中非常重要,而動(dòng)詞作為核心詞匯,其句法知識(shí)一直是研究的重點(diǎn)。動(dòng)詞句法知識(shí)的研究最初是從結(jié)構(gòu)語(yǔ)言學(xué)發(fā)展出來(lái)的語(yǔ)法結(jié)構(gòu)研究開(kāi)始的,而后又發(fā)展出框架語(yǔ)義學(xué)、構(gòu)式語(yǔ)法等句法知識(shí)體系。但對(duì)于語(yǔ)言中的動(dòng)詞本身,句法知識(shí)常常是因動(dòng)詞的不同而變化的,并不是一個(gè)簡(jiǎn)單的語(yǔ)法體系就能概括全面的。雖然前人也從動(dòng)詞句式特點(diǎn)、句式類型、句式語(yǔ)義表達(dá)特點(diǎn)等多方面進(jìn)行了研究,但研究的核心多集中在句式類型本身或語(yǔ)義與句法關(guān)系上,大多是以描述性研究為主。在習(xí)得方面,也主要關(guān)注的是句型句類的習(xí)得順序和偏誤方面的問(wèn)題。本研究基于語(yǔ)料庫(kù)進(jìn)行統(tǒng)計(jì)分析,提出動(dòng)詞核心句法框架體系,以動(dòng)詞為核心,結(jié)合句法的語(yǔ)義、結(jié)構(gòu)對(duì)動(dòng)詞句法框架體系進(jìn)行描述,建立以動(dòng)詞為核心的完整句法框架知識(shí)并提供母語(yǔ)者使用動(dòng)詞句法框架的各方面信息。在此基礎(chǔ)上,觀察動(dòng)詞句法框架使用的豐富程度和集中程度,對(duì)近義動(dòng)詞或不同類動(dòng)詞進(jìn)行分析。同時(shí),利用中介語(yǔ)語(yǔ)料庫(kù)對(duì)學(xué)習(xí)者使用動(dòng)詞句法框架的情況統(tǒng)計(jì)分析,并與母語(yǔ)者進(jìn)行對(duì)比,從而觀察學(xué)習(xí)者習(xí)得情況。本研究基于“現(xiàn)代漢語(yǔ)義項(xiàng)語(yǔ)料庫(kù)”及“留學(xué)生中介語(yǔ)語(yǔ)料庫(kù)”,對(duì)不同詞頻和種類的40個(gè)動(dòng)詞進(jìn)行本體方面研究,并從中抽取16個(gè)動(dòng)詞進(jìn)行了習(xí)得方面的考察。主要結(jié)論包括:1)動(dòng)詞的句法框架分布差異性非常大。主要的差異體現(xiàn)在句法框架的豐富度、集中度、優(yōu)勢(shì)句法框架、句法成分等方面。2)近義動(dòng)詞的句法框架和句法成分有差異,這樣的差異可以幫助進(jìn)行近義動(dòng)詞的區(qū)別。3)不同類別的動(dòng)詞在句法框架上有差異,這樣的差異可以幫助進(jìn)行不同類別動(dòng)詞之間的區(qū)分和描述。4)學(xué)習(xí)者與母語(yǔ)者使用動(dòng)詞句法框架分布的相似度作為習(xí)得的一種反映形式,與集中度呈正相關(guān)。即集中度越高的動(dòng)詞,學(xué)習(xí)者使用的情況越接近母語(yǔ)者。5)動(dòng)詞句法框架的習(xí)得情況并不是隨著學(xué)時(shí)逐漸增長(zhǎng)的,而是在初級(jí)到中級(jí)階段出現(xiàn)最低點(diǎn),呈現(xiàn)一定的倒“U型”習(xí)得情況。并且,在中高級(jí)階段呈現(xiàn)上升或平穩(wěn)趨勢(shì)�；谏鲜鼋Y(jié)論,我們初步建立了動(dòng)詞句法框架知識(shí)體系,并從各個(gè)角度對(duì)動(dòng)詞句法框架的使用情況進(jìn)行了統(tǒng)計(jì)分析并得出結(jié)論。這便可以為建造動(dòng)詞句法知識(shí)數(shù)據(jù)庫(kù)提供初步指導(dǎo),并對(duì)對(duì)外漢語(yǔ)教學(xué)中句法知識(shí)的數(shù)據(jù)提供支持,指導(dǎo)教材寫(xiě)作。同時(shí),習(xí)得方面的結(jié)論也指導(dǎo)我們?cè)谶m當(dāng)時(shí)期應(yīng)有意識(shí)地對(duì)學(xué)生進(jìn)行句法框架方面的指導(dǎo),以統(tǒng)計(jì)數(shù)據(jù)為指導(dǎo),為對(duì)外漢語(yǔ)教學(xué)效率的提高做出一定的貢獻(xiàn)。
[Abstract]:Lexical and syntactic knowledge is very important in language, and verb as the core vocabulary, its syntactic knowledge has been the focus of study. The study of verb syntactic knowledge begins with the study of grammatical structure developed by structural linguistics, and then develops frame semantics, construction grammar and other syntactic knowledge systems. However, for the verbs themselves, the syntactic knowledge varies from verb to verb, and it is not a simple grammatical system that can be generalized. Although previous researches have been carried out from many aspects, such as the characteristics of verb pattern, sentence type and semantic expression, the core of the study is mainly on the sentence type itself or the relationship between semantics and syntax, and most of them are descriptive studies. In the aspect of acquisition, attention is also paid to the acquisition order and errors of sentence types. Based on the statistical analysis of the corpus, this study proposes the verb core syntactic frame system, which is based on the verb and the syntactic semantics, and describes the verb syntactic frame system. To establish a complete knowledge of the syntactic framework with verb as the core and to provide all aspects of information about the use of the syntactic framework of the verb by native speakers. On this basis, the richness and concentration of the syntactic frame of verbs are observed, and the syntactic verbs or different kinds of verbs are analyzed. At the same time, we use the interlanguage corpus to analyze the learners' use of verb syntactic frames, and compare them with native speakers to observe the learners' acquisition. Based on the Modern Chinese semantic Corpus and the Interlanguage Corpus of International students, this study studies 40 verbs of different frequency and type in ontology, from which 16 verbs are selected for acquisition. The main conclusions are as follows: 1) the distribution of syntactic frames of verbs is very different. The main differences are in the richness of syntactic frame, concentration degree, dominant syntactic frame, syntactic component and so on. 2) the syntactic frame and syntactic composition of syntactic verbs are different. Such differences can help to make the difference between synonymous verbs. 3) different types of verbs differ in syntactic frames. Such differences can help to distinguish and describe different types of verbs. 4) Learners and native speakers use the similarity of the distribution of verb syntactic frames as a reflection of acquisition, which is positively correlated with concentration. That is, the higher the concentration of verbs, the closer the learners use to the native speakers. 5) the acquisition of the syntactic framework of verbs does not increase gradually with the learning time, but at the lowest point from the primary to the intermediate stage. There is a certain acquisition of inverted U-type. Moreover, in the middle and high stage, the trend is upward or steady. Based on the above conclusions, we establish the knowledge system of verb syntactic frame, and analyze the usage of verb syntactic frame from various angles and draw a conclusion. This can provide preliminary guidance for the construction of verb syntactic knowledge database and support the data of syntactic knowledge in teaching Chinese as a foreign language and guide the writing of textbooks. At the same time, the conclusion of acquisition also instructs us to consciously guide the students in syntactic framework in an appropriate period, and take statistical data as the guide to contribute to the improvement of the efficiency of teaching Chinese as a foreign language (TCFL).
【學(xué)位授予單位】：北京語(yǔ)言大學(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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