认知语言学视角下汉语介词“在”研究

发布时间：2018-06-15 00:06

本文选题：介词“在” + 语法化　；参考：《沈阳师范大学》2013年硕士论文

【摘要】：本文依据介词研究的理论、认知语言学和对外汉语教学的相关理论，把汉语作为第二语言的留学生为研究对象，以北京语言大学HSK动态语料库为数据来源，总结偏误类型，分析偏误现象，探求偏误产生原因，尝试从认知角度解释偏误，进而提出减少以致避免偏误的教学策略。第一章为引言部分，介绍了本文的研究目的和意义，所运用的理论和方法、研究的现状以及研究的创新处和不足之处。第二章重点整理了介词“在”的语法化过程，，为下文解释偏误原因、提出教学对策作铺垫。第三章从认知语言学的认知图示、隐喻、像似性三个理论对介词“在”的各种用法进行了探索研究，寻找其中对对外汉语教学的启示。第四章根据对外汉语相关的理论，基于HSK的动态语料库中28542条语料分析了外国留学生使用汉语介词“在”的情况，主要是韩国和美国不同水平的留学生的使用情况，总结偏误类型、分析偏误现象，解释偏误原因，并结合上文的研究结果提出针对性的教学策略。本文针对美韩留学生的汉语习得问题，将理论语法和教学语法相结合，找出行之有效的汉语介词“在”的教学策略，对帮助学习汉语的外国人更好地理解和掌握这一汉语表达方式，更有效地促进对外汉语教学和教材编写，具有一定的实用价值。
[Abstract]:Based on the theories of preposition research, cognitive linguistics and teaching Chinese as a foreign language, this paper takes Chinese as a second language student as the research object, and takes the HSK dynamic corpus of Beijing language University as the data source to summarize the error types. This paper analyzes the phenomenon of errors, explores the causes of errors, tries to explain errors from a cognitive point of view, and then puts forward teaching strategies to reduce and avoid errors. The first chapter is the introduction, which introduces the purpose and significance of this paper, the theories and methods used, the status quo of the research, and the innovation and deficiency of the research. The second chapter focuses on the grammaticalization of preposition Zai, which lays the groundwork for explaining the causes of errors and putting forward teaching countermeasures. The third chapter explores the usage of preposition "Zai" from the three theories of cognitive illustration, metaphor and iconicity in cognitive linguistics to find out the enlightenment to the teaching of Chinese as a foreign language (TCFL). The fourth chapter analyzes the use of Chinese preposition "Zai" by foreign students in different levels in Korea and the United States, according to the theory of Chinese as a foreign language, and the 28542 corpus of dynamic corpus based on HSK. This paper summarizes the types of errors, analyzes the phenomenon of errors, explains the causes of errors, and puts forward targeted teaching strategies combined with the above research results. Aiming at the problem of Chinese acquisition of American and Korean students, this paper combines the theoretical grammar with the teaching grammar, and finds out the effective teaching strategy of the Chinese preposition "Zai". It is of practical value to help foreigners learn Chinese better to understand and master this Chinese expression and to promote the teaching of Chinese as a foreign language and the compilation of textbooks.
【学位授予单位】：沈阳师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H146.2

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