汉语“再说”的本体研究及偏误分析

发布时间：2018-03-15 11:40

本文选题：再说　切入点：句法特征　出处：《湖北师范学院》2013年硕士论文　论文类型：学位论文

【摘要】：在现代汉语中，“再说”有四种形式，即短语“再说1”、动词“再说2”、助词“再说3”以及连词“再说4”。到目前为止，虽然学界对“再说”的本体研究已有不少，但是由于各词典编纂原则以及各学者对其语法属性划分的不同，容易给学习者造成困扰，不利于第二语言学习者的学习，且这些研究成果大多都是从词汇化和语法化角度进行研究的，与二语教学相结合的几乎没有。另一方面，在第二语言学习者的口语与书面语中，“再说”的使用率和偏误率都很高，为了使第二语言学习者能够更好地习得“再说”，本文从句法特征、语篇功能、词汇化和语法化及其话语标记功能的产生以及偏误分析等角度对“再说”进行考察和分析，本文分为六章。第一章为绪论。本章全面阐述了选题的起因和意义、“再说”的本体和第二语言习得角度研究概况、特色和创新之处以及语料来源和符号说明。第二章为“再说”的句法特征。此章分为三部分，第一部分是对“再说”语法属性的考察。第二部分通过对4个“再说”的句法语义特点的逐个考察来彰显彼此的不同：短语“再说1”只是线性序列上相邻接的两个语素而已；动词“再说2”语义已经抽象和泛化，且作为谓语核心，不可删除；助词“再说3”处于连谓结构中，，基本上相当于一个语气助词，具有可删除性，且删去后句子的基本语义保持不变；连词“再说4”表示在已有理由之外追加一层理由，有递进的作用，删除后不影响句子的语义表达，但是句子的连贯略受影响，此时的“再说”已经有向话语标记演变的倾向，表现出了话语标记的一般特征。第三部分指出4个“再说”在我们的概念系统中存在的概念域之间的转换。第三章旨在说明“再说”的语用功能。“再说”的语用功能主要体现在语篇功能和人际功能上，其中语篇功能主要表现在释因和递进补充上，人际功能主要通过强化、提示和引导以及加强语言的主观性来体现。第四章是“再说”的词汇化和语法化及其话语标记功能的产生。本章概述了现有文献对于“再说”的词汇化和语法化研究，并指出本人的观点，认为现代汉语中的“再说”经历了长期的词汇化和语法化并仍处于这一进程中。当“再说”在句中并不表达一定真值条件语义，且去掉也不影响整个句子语义表达的时候，其话语标记功能便产生了。第五章是第二语言学习者使用“再说”的偏误分析。本章包括四部分：第二语言学习者使用“再说”的情况考察、“再说”的偏误类型、二语习得中“再说”的偏误原因分析、教学策略和小结。通过对“HSK动态作文语料库”中376例“再说”使用情况的考察，我们发现有关“再说”的以上四种用法均有使用，且连词“再说4”使用率和偏误率是最多的。“再说”的偏误类型主要有两类，即误加和误用，且主要集中在连词误用上。为此本文总结了“再说”产生偏误的原因，并提出了针对其使用的教学策略。第六章结语。本章简单概括本文的内容，并指出文中的不足之处及还可能继续研究的课题。
[Abstract]:In modern Chinese, "and" four forms, namely the phrase "say," 1 "and 2" auxiliary verb "say 3" and "4 more" conjunctions. So far, although scholars of the "ontology research has to say a lot, but because of the principle and the compilation of dictionaries scholars on the grammatical attributes of different classification, easy to cause trouble to the learners, is not conducive to second language learners, and most of the researches are studied from Lexicalization and grammaticalization perspective, combined with the two language teaching almost nothing. On the other hand, in the second language learners spoken and written language," and "the use rate and the error rate is very high, in order to make the second language learners can better acquisition of" say ", the syntactic features and textual function, lexicalization and grammaticalization and discourse markers function and partial This article is divided into six chapters.
The first chapter is the introduction. This chapter comprehensively expounds the causes and significance of the topic selection, the research outline, characteristics and innovations of the noumenon and second language acquisition, as well as the source and the notation of the corpus.
The second chapter is "the syntactic features of it". This chapter is divided into three parts, the first part is the study of "and" grammatical attributes. In the second part, through the investigation of 4 one by one "and" the syntactic and semantic features to highlight the differences: the phrase "and 1" is just the two morpheme linear sequence adjacent to it; the verb "say 2" has semantic abstraction and generalization, and the predicate as the core, can not be deleted; "and 3" in the auxiliary predicates, basically the equivalent of a modal particle, can be deleted, and deleted after the basic semantic sentence unchanged; the conjunction "say 4" in the existing reason outside an additional layer for progressive role deletion does not affect the semantics of the sentence, but the sentence coherence is slightly affected by the "say" have a tendency to the evolution of discourse markers, showing the The general characteristics of the discourse markers. The third part points out the conversion between the 4 concepts in our conceptual system.
The third chapter aims to illustrate the pragmatic function of "say" "say". The pragmatic functions are mainly embodied in the textual function and interpersonal function and the textual function is mainly manifested in the work and theprogressive supplement, the interpersonal function is mainly through strengthening, prompting and guiding and strengthening the subjectivity of language to reflect.
The fourth chapter is "the Lexicalization and Grammaticalization of discourse markers and" generated. This chapter provides an overview of the existing literature on the Lexicalization and Grammaticalization of it ", and points out that my point of view, think in modern Chinese" and "experienced Lexicalization and grammaticalization and is still in the long term a process. When the" say "in the sentence does not express a certain truth conditional semantics, and remove the time does not affect the whole sentence semantic expression, the functions of discourse markers will be produced.
The fifth chapter is the error analysis of the second language learners use "it". This chapter includes four parts: second language learners "and" study ", the types of errors and the analysis of two language acquisition" and "the reason of error, teaching strategy and through the summary." HSK dynamic composition corpus "376 cases" and "the use of the investigation, we found that the" say "more than four usages were used, and the conjunction" and 4 "use rate and the error rate is the most." besides "the error types are mainly two types, namely error and misuse mainly in conjunction misuse. This paper summarizes the" say "the causes of the errors, and proposes the use of teaching strategies.
The sixth chapter is the conclusion. This chapter briefly summarizes the content of this article, and points out the shortcomings in the article and the topics that may continue to be studied.

【学位授予单位】：湖北师范学院
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195.3

【参考文献】