遞進復句關聯(lián)標記的語義背景、語體條件及其教學研究
發(fā)布時間：2019-01-27 12:53
【摘要】：虛詞和復句一直都是教學中的難題,本文選取遞進復句關聯(lián)標記作為研究對象,是因為它既有屬于虛詞的部分,又承擔著聯(lián)結分句的作用,關涉到虛詞和復句兩個層面,有其研究價值。此外,雖然學界在虛詞、復句的本體研究取得了不少成果,但是二語教學課堂嘗試運用時,又面臨著需要再次加工的困擾。能夠直接為課堂所用的語法研究,應當從學習者的角度出發(fā),觀察他們?nèi)菀追改男╁e誤,再根據(jù)這些錯誤對癥下藥,取得研究分析的切入點。本文主要采取語料庫調查和對比分析的方法,從偏誤分析入手,對常用遞進關聯(lián)標記的語義背景和語體條件進行調查、描寫和分析,嘗試解決偏誤,并探索將研究成果運用于二語教學的路徑,整理相關的教學思路和練習方法。本文共設六章,每章內(nèi)容概述如下:第一章是緒論部分,主要介紹了本文的選題緣由、研究對象、研究目的及意義、理論背景及研究方法、所要研究的問題及思路,并從遞進復句的產(chǎn)生與歸屬以及本體和二語教學區(qū)分的角度對相關研究做了綜述。第二章利用HSK動態(tài)作文語料庫分析外國學生在遞進復句使用時所出現(xiàn)的偏誤,區(qū)分了關聯(lián)標記和分句結構兩大層面的偏誤,并嘗試探索偏誤產(chǎn)生原因,指出了其在語義關系和語體等方面的偏誤表現(xiàn),認為從語義背景分析和語體分析的角度對遞進關聯(lián)標記進行探索,可以用來解決偏誤問題。第三章按照遞進關聯(lián)標記出現(xiàn)的句法位置將其分為前分句標記、后分句標記(包括"與句子粘連的"和"獨立于句子之間"的兩種情況)和兼位標記,對它們的語義背景分別進行了分析和描寫。結果顯示遞進關聯(lián)標記的語義背景可大致分為"不但,連-也/都"的整體極端類、"不但不,反而、"的轉折遞進類、"尚且"的極端推論類、"而且"的補充說明類、"況且"的追加理由類、"進而"的先后類和"甚至"的多層遞進類。此外,重點關照語義背景重合的相關標記,如"何況況且再說"和"別說不說何況",嘗試探討其差異表現(xiàn)及原因等。第四章意在考察遞進關聯(lián)標記出現(xiàn)的語體條件,通過自建語料庫的方式描繪其在口語和書面語中的使用優(yōu)先序列,并觀察、分析了排位靠前的成員。最后,采用對比的方法歸納總結出典型的口語和書面語成員,并將序列位置穩(wěn)定且具備一定使用率的歸為通用語一塊,為教學提供便利。第五章討論遞進關聯(lián)標記的二語教學,首先觀察并評價教材中相關教學點的呈現(xiàn)方式,其次將三、四章形成的相關結論運用于教學設計。第六章的結語部分對本文的主要觀點以及不足之處進行了描繪和總結。
[Abstract]:Function words and complex sentences have always been a difficult problem in teaching. This paper chooses progressive complex sentences as the object of study, because it not only belongs to the part of function words, but also plays the role of connective clauses, which involves function words and complex sentences. It has its research value. In addition, although the academic circles have made a lot of achievements in the study of function words and complex sentences, they are confronted with the problem of reprocessing when they try to use them in the second language teaching classroom. The grammatical research that can be used directly for the classroom should start from the perspective of the learners, observe what mistakes they are prone to make, and then according to these mistakes, get the breakthrough point of research and analysis. This paper mainly adopts the methods of corpus-based investigation and comparative analysis, starting with error analysis, investigating, describing and analyzing the semantic background and stylistic conditions of common progressive correlation markers, and trying to solve the errors. This paper also explores the application of the research results to the second language teaching, sorting out the relevant teaching ideas and practice methods. There are six chapters in this paper. The content of each chapter is summarized as follows: the first chapter is the introduction part, which mainly introduces the reason, the research object, the research purpose and significance, the theoretical background and the research method, the question and the thought of the research. From the perspective of the emergence and attribution of progressive complex sentences and the distinction between Noumenon and L2 teaching, this paper summarizes the relevant studies. The second chapter uses HSK dynamic composition corpus to analyze the errors that occur in the use of progressive complex sentences by foreign students, differentiating the errors between the related markers and the sentence structure, and trying to explore the causes of the errors. The paper points out the errors in semantic relation and style, and points out that the progressive association markers can be used to solve the problem of errors from the perspective of semantic background analysis and stylistic analysis. The third chapter divides progressive correlation markers into two categories according to the syntactic position of progressive correlation markers: the former clause marker, the latter clause marker (including the two cases of "adhesion with the sentence" and "independent of the sentence") and the concurrent marker. Their semantic background is analyzed and described respectively. The results show that the semantic background of progressive association markers can be roughly divided into the "not only, Lian- also / du" category of the overall extreme, "not, but," the "even" category of extreme inference, "and" the type of supplementary explanation, The category of additional reasons for "besides", the class of "further" and the category of "even" multilevel progression. In addition, we focus on the relevant markers of semantic background overlap, such as "what's more" and "Don't say what's more", and try to explore the performance of the differences and the reasons for their differences. The fourth chapter aims to investigate the language style conditions of progressive association markers, describe the priority sequences of their use in spoken and written language by building their own corpus, and analyze the leading members. Finally, the typical members of spoken and written language are summed up by the method of contrast, and the stable sequence position and certain usage rate are classified into a common language, which provides convenience for teaching. Chapter five discusses the teaching of progressive correlation markers in second language teaching. Firstly, the author observes and evaluates the presentation of relevant teaching points in the teaching materials, and then applies the relevant conclusions of chapters three and four to the teaching design. The conclusion of the sixth chapter describes and summarizes the main points and shortcomings of this paper.
【學位授予單位】：山東大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：H195.3
本文編號：2416275
[Abstract]:Function words and complex sentences have always been a difficult problem in teaching. This paper chooses progressive complex sentences as the object of study, because it not only belongs to the part of function words, but also plays the role of connective clauses, which involves function words and complex sentences. It has its research value. In addition, although the academic circles have made a lot of achievements in the study of function words and complex sentences, they are confronted with the problem of reprocessing when they try to use them in the second language teaching classroom. The grammatical research that can be used directly for the classroom should start from the perspective of the learners, observe what mistakes they are prone to make, and then according to these mistakes, get the breakthrough point of research and analysis. This paper mainly adopts the methods of corpus-based investigation and comparative analysis, starting with error analysis, investigating, describing and analyzing the semantic background and stylistic conditions of common progressive correlation markers, and trying to solve the errors. This paper also explores the application of the research results to the second language teaching, sorting out the relevant teaching ideas and practice methods. There are six chapters in this paper. The content of each chapter is summarized as follows: the first chapter is the introduction part, which mainly introduces the reason, the research object, the research purpose and significance, the theoretical background and the research method, the question and the thought of the research. From the perspective of the emergence and attribution of progressive complex sentences and the distinction between Noumenon and L2 teaching, this paper summarizes the relevant studies. The second chapter uses HSK dynamic composition corpus to analyze the errors that occur in the use of progressive complex sentences by foreign students, differentiating the errors between the related markers and the sentence structure, and trying to explore the causes of the errors. The paper points out the errors in semantic relation and style, and points out that the progressive association markers can be used to solve the problem of errors from the perspective of semantic background analysis and stylistic analysis. The third chapter divides progressive correlation markers into two categories according to the syntactic position of progressive correlation markers: the former clause marker, the latter clause marker (including the two cases of "adhesion with the sentence" and "independent of the sentence") and the concurrent marker. Their semantic background is analyzed and described respectively. The results show that the semantic background of progressive association markers can be roughly divided into the "not only, Lian- also / du" category of the overall extreme, "not, but," the "even" category of extreme inference, "and" the type of supplementary explanation, The category of additional reasons for "besides", the class of "further" and the category of "even" multilevel progression. In addition, we focus on the relevant markers of semantic background overlap, such as "what's more" and "Don't say what's more", and try to explore the performance of the differences and the reasons for their differences. The fourth chapter aims to investigate the language style conditions of progressive association markers, describe the priority sequences of their use in spoken and written language by building their own corpus, and analyze the leading members. Finally, the typical members of spoken and written language are summed up by the method of contrast, and the stable sequence position and certain usage rate are classified into a common language, which provides convenience for teaching. Chapter five discusses the teaching of progressive correlation markers in second language teaching. Firstly, the author observes and evaluates the presentation of relevant teaching points in the teaching materials, and then applies the relevant conclusions of chapters three and four to the teaching design. The conclusion of the sixth chapter describes and summarizes the main points and shortcomings of this paper.
【學位授予單位】：山東大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：H195.3
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