汉语师从介词的语义来源

发布时间：2018-08-09 07:10

【摘要】：师从介词是对象介词的一个小类,用来介引学习、请教的对象。汉语史上出现的师从介词主要有“于”、“从”、“就”、“问”、“向”、“跟”、“和”等。这些师从介词有的是由动词直接虚化而来,有的是由介词功能扩展而来的。本文从历时角度对师从介词的发展演变路径进行了具体描述,归纳总结了师从介词的语义演变模式。全文分为五部分:第一部分是绪论,首先对本文的研究对象——师从介词进行界定,明确其范围。同时对与其相关的分类研究和来源研究进行归纳综述,在前贤研究的基础上引出对师从介词来源的思考,进而总结师从介词语义演变模式的两大类型:第一类是与动词有直接语义联系的,就语义来源而言,可以分为两个义类:一类是“随行”义,如“从、跟”;一类是“走向”义,如“就”;第二类是来自介词功能扩展的,内部可分为两个小类:一类是有两个介词来源的,如师从介词“于”,来自言谈介词和求索介词的功能扩展;一类是单一来源的,即来自求索介词的功能扩展,如师从介词“向”、“问”、“和”等。第二部分分析直接来自动词的师从介词“从、跟、就”的产生过程。主要分为两节:第一节分析来自“随行”义的师从介词“从、跟”的产生过程;第二节分析来自“走向”义的师从介词“就”的产生过程。第三部分分析来自介词功能扩展的师从介词的语法化路径。主要分为两节:第一节分析有两个介词来源的师从介词“于”的演变过程。第二节分析单一来源的师从介词“向”、“问”、“和”的演变过程。“于”、“向”、“问”、“和”均经过“言谈——求索——师从”的演变路径。第四部分是在二、三部分个案分析的基础上对师从介词的语义演变模式进行归纳总结。主要分为两部分:一是师从介词与动词的语义联系分析,二是师从介词与其他介词的语义联系分析。第五部分为结语,是对全文的总结。
[Abstract]:Teacher preposition is a subclass of object preposition, which is used to introduce the object of learning and consulting. The main prepositions in the history of Chinese include Yu, Zong, Jue, Quan, Xiang, heel, he, and so on. Some of these teacher prepositions are derived from the direct vacuity of verbs, while others are expanded by prepositional functions. This paper describes the evolution path of teacher preposition from a diachronic point of view and summarizes the semantic evolution mode of teacher preposition. The thesis is divided into five parts: the first part is the introduction. At the same time, the classification research and source research related to them are summarized, and the origin of teacher prepositions is brought forward on the basis of the previous studies. Then it summarizes the two main types of semantic evolution model of teacher's preposition: the first type is directly related to verbs, as far as the semantic source is concerned, it can be divided into two categories: one is "accompanying" meaning, such as "follow, follow"; One is "towards" meaning, such as "on", the other is derived from the expansion of preposition function, which can be divided into two subcategories: one is from two prepositions, such as the preposition "Yu", which is derived from the expansion of the function of preposition and preposition. One is from a single source, that is, from the functional expansion of the preposition, such as the preposition "to", "ask", "and", and so on. It is divided into two sections: the first section analyzes the formation process of the follower preposition from the meaning of "accompanying", and the second section analyzes the production process of the teacher's subordinate preposition from the direction of meaning. The third part analyzes the grammaticalization path of prepositional extension. It is divided into two sections: the first section analyzes the evolution of the teacher's preposition "Yu" which has two prepositions. The second section analyzes the evolution of single-source prepositions "Xiang", "Q" and "he". "Yu", "Xiang", "ask", "and" both go through the evolutionary path of "talk-seek-master". The fourth part summarizes the semantic evolution model of teacher prepositions on the basis of two and three case studies. It is mainly divided into two parts: one is the semantic relation analysis between teacher preposition and verb, the other is the semantic relation analysis between teacher preposition and other prepositions. The fifth part is the conclusion, is the summary of the full text.
【学位授予单位】：温州大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H14

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