汉语增减类动词研究

发布时间：2018-04-22 14:10

本文选题：汉语增减类动词 + 高频搭配　；参考：《南京师范大学》2017年硕士论文

【摘要】：本文选取汉语增减类动词中较为常见且留学生易用错的22个动词作为研究对象,将其分为“增、加、添、减、削”类动词,进行用法和语义方面的考察分析,并为对外汉语教学提供一定的有益参考。用法层面,本文主要从高频搭配与类联接的角度对汉语增减类动词加以考察。通过对相关语料的筛选、统计、归纳和分析,得出增减类动词的高频搭配词与搭配形式、主要的类联接框架,并对“增、加、添、减、削”各类动词的搭配情况作了简要的总结比较。在高频搭配方面,这22个增减类动词的前五项高频搭配词不尽相同;在主要类联接方面,通过考察语料,获得了各动词同有关名词性成分、动词性成分、形容词性成分和副词性成分等搭配构成“主谓、动宾、动补、定中或状中”等类联接框架的相关情况,比较发现各个动词在各主要类联接中表现出来的活跃度及其与具体成分的搭配情况存在差异。语义层面,本文主要从语义特征、“词义成分-词义构成模式”以及宾语的语义类别三个角度进行探究。首先以[+变化]这一增减类动词共有的语义特征为基础,结合上一章对增减类动词主要搭配与类联接的考察结论,概括出增减类动词具体的八组语义特征,考察发现这22个动词大都具有[+有生]、[+抽象]、[+外力]、[+程度深]、[+高频性]、[+渐变]的语义特征,且“增、减、削”类动词的语义特征更为丰富,而“加、添”类动词的语义限制相对多一些。继而参考这些语义特征和几部常用词典的释义,运用“词义成分-词义构成模式”对各动词的语义进行了形式化的描写,得出其释义模式主要包括E+D型和D+E型两种,前者体现出较强的“使令”义或“致使”义,且各动词在“变化”的对象、范围、条件、结果等方面存在一定的联系与区别。此外,本文还结合语料对各增减类动词搭配宾语的语义类别进行了概括归纳,发现“增、加、添、减、削”各类动词之间及其内部成员动词之间在宾语涉及的语义类别上既有交叉,也有不同。最后,本文从对外汉语教学的角度对汉语增减类动词进行了探讨。首先对教材的处理方式进行考察,发现三大教材中增减类动词的收录情况是不理想、不均衡的,释义方面存在“以词释词”、缺少典型配例等问题;接着对留学生的偏误情况作了考察分析,得出了增减类动词的偏误主要包括语法性偏误和语义性偏误两大类,且以因词义或词性把握不清而导致的混用偏误最为常见,并对偏误原因进行了探讨。在此基础上提出了有关教材编写和教师课堂教学方面的改进建议。
[Abstract]:In this paper, 22 verbs, which are common in Chinese and which are easy to use by foreign students, are divided into "add, add, add, subtract, cut" verbs, and their usage and semantics are investigated and analyzed. And to provide some useful reference for teaching Chinese as a foreign language. At the aspect of usage, this paper mainly studies the Chinese verb of addition and subtraction from the angle of high frequency collocation and class connection. Through the selection, statistics, induction and analysis of relevant corpus, this paper draws the conclusion that the high frequency collocation and collocation form, the main category join frame, and "add, add, add, subtract, add, subtract, add, subtract, add, subtract, add, subtract, add, add, subtract". The collocation of all kinds of verbs is summarized and compared briefly. In the aspect of high-frequency collocation, the first five high-frequency collocations of the 22 verbs are different. The related situation of the collocation of adjective elements and adverb elements, such as "subject and predicate, verb-object, move-complement, fixed or middle" and so on, It is found that there are differences in the activity degree and collocation between the verbs and the specific components in the main categories. At the semantic level, this paper mainly discusses the semantic features, the semantic component-semantic construction model and the semantic category of the object. Firstly, based on the semantic characteristics of the verb of addition and subtraction, and combining the conclusion of the previous chapter on the collocation of the verb in the category of addition and subtraction, this paper generalizes the specific semantic characteristics of the verb in the category of addition and subtraction. It is found that most of the 22 verbs have semantic characteristics of "living", "abstract", [external force], [depth], [high frequency], [gradual change], and "increase, decrease, cut" type verbs have more semantic characteristics, and "add", There are relatively more semantic restrictions on the category verbs. Then, referring to these semantic features and the definitions of several commonly used dictionaries, this paper describes the semantics of each verb formally by using "word meaning Component-word meaning formation Model", and finds out that the interpretation modes mainly include two types: E-D and D-E. The former embodies a strong meaning of "making order" or "causing", and each verb has certain connection and difference in the object, scope, condition and result of "change". In addition, this paper also generalizes the semantic categories of verb collocation objects of addition and subtraction, and finds that "add, add, add, subtract, add, add, subtract, add, add, subtract, add, add, subtract". The semantic categories of objects are not only intersected but also different between various verbs and their internal members. Finally, this paper discusses the addition and subtraction of Chinese verbs from the perspective of teaching Chinese as a foreign language. First of all, through the investigation of the treatment of the teaching materials, it is found that the inclusion of the verbs of addition and subtraction in the three textbooks is not ideal and unbalanced, and there are some problems in the interpretation, such as "interpreting words with words" and lacking typical examples. Then, the author makes an investigation and analysis on the errors of foreign students, and concludes that the errors of the add-minus and subclass verbs mainly include grammatical errors and semantic errors, and the mixed errors caused by the ambiguity of word meaning or part of speech are the most common. The causes of errors are also discussed. On the basis of this, the author puts forward some suggestions on how to improve the textbook compilation and teachers' classroom teaching.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H146.2

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