介词“拿”与“用”的对比分析

发布时间：2018-06-16 07:46

本文选题：介词“拿” + 介词“用”　；参考：《山东大学》2012年硕士论文

【摘要】：介词是现代汉语中重要的词类,是汉语作为第二语言教学中的难点。介词“拿”和“用”在实际语言运用中使用频率比较高,但对二字的词性还存有异议,对二字的对比分析研究更是缺乏。本文首先从本体理论层面对“拿”和“用”进行对比分析。包括历时、共时两个角度。通过历时考察发现“拿”字最初为动词,随着使用的广泛,引发了“拿”的“语法化”现象,逐渐衍生出介词的功用。“用”在使用中一直兼有介词的功用。随着其他介词的产生,“用”字的介词用法日趋明确。在共时层面,论文对“拿…”和“用…”,“拿…(来)说/讲”和“用…来说”,“拿…当(做/作)”和“用…当”进行了对比。其次,本文从实践层面对二字的教学进行了探讨。从偏误情况可以看出,学习者经常把介词“拿”“用”与其他介词混淆；不能完整使用“拿…(来)说/讲”和“用…来说”,“拿…当(做/作)”和“用…当”的结构,反映出学习者的习得困惑。鉴于此,论文对二字的教学策略提出了建议。论文第一章概述选题意义,对学术界介词“拿”、“用”二字的已有研究进行综述,进而提出本文的研究对象、方法,重点及难点。论文从历时、共时两个角度,从句法、语义、语用三个平面,对介词“拿”和介词“用”两个字进行描写、对比分析。第二章基于辞书字典、北京大学语料库、国家语委语料库的古代汉语例句,从字源和历时发展的角度,对“拿”和“用”二字语法化的轨迹进行考察,并对介词“拿”、“用”二字的词性和功能进行对比。第三章主要基于北京大学语料库、国家语委语料库的现代汉语例句,对介词“拿”和“用”进行三个平面的研究。进而对比了“拿…(来)说/讲”和“用一来说”,“拿…当(做/作)”和“用…当”,指出它们的句法、语义、语用的差异。第四章根据HSK动态作文语料库的语料,列举学习者的偏误例句,并分析偏误的原因,进而提出教学对策,包括教学内容、教学顺序、讲解策略等。
[Abstract]:Preposition is an important part of speech in modern Chinese and a difficult point in the teaching of Chinese as a second language. The prepositions "Na" and "use" are more frequently used in practical language use, but there is still disagreement about the part of speech of the two characters, and the comparative analysis of the two words is even less. At first, this paper makes a contrastive analysis of "Na" and "use" from the ontology theory level. Including diachronic, synchronic two angles. Through diachronic investigation, it is found that the word "Na" was originally a verb, and with the widespread use, it triggered the phenomenon of "grammaticalization" of "Na", and gradually derived the function of preposition. Use has always had the function of preposition in use. With the emergence of other prepositions, the preposition usage of the word "use" becomes more and more clear. At the synchronic level, the paper gives a response to "take." And "with." "take. Say / say and use Say "," take. When (do / do) and use When "made a contrast." Secondly, this paper discusses the teaching of the two characters from the practical level. It can be seen from the error that learners often confuse the preposition "take" with other prepositions; they cannot use "take" completely. Say / say and use Say "," take. When (do / do) and use When the "structure" reflects the learner's acquisition confusion. In view of this, the paper puts forward some suggestions on the teaching strategy of two words. The first chapter summarizes the significance of selecting the topic, summarizes the existing research on the prepositions "Na" and "use" in academic circles, and then puts forward the research object, method, emphasis and difficulty of this paper. From the diachronic, synchronic, syntactic, semantic and pragmatic perspectives, this paper describes the preposition "Na" and the preposition "use" and makes a contrastive analysis. The second chapter is based on the dictionary of dictionaries, the corpus of Peking University, and the ancient Chinese example sentences of the National language Committee Corpus. From the angle of word source and diachronic development, the author investigates the locus of grammaticalization of "Na" and "use", and studies the preposition "Na". The part of speech and function of the word "use" are compared. The third chapter mainly based on Peking University Corpus, the National language Committee Corpus of modern Chinese example sentences, the preposition "Na" and "use" for three planes. And then contrasts "take." Say / speak "and" use a word, "take." When (do / do) and use When, points out their syntactic, semantic, pragmatic differences. According to the corpus of HSK dynamic composition, the fourth chapter enumerates the examples of errors of learners, analyzes the causes of errors, and then puts forward teaching countermeasures, including teaching content, teaching sequence, explaining strategies and so on.
【学位授予单位】：山东大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H146

【参考文献】