【作者】 张东平；

【导师】 杨明义；

【作者基本信息】 辽宁大学 ， 语言学及应用语言学， 2011， 硕士

【摘要】 本文以构式语法理论为指导,从新的角度对汉语“连”字句重新考察,认为“连”字句是典型的构式句,其构式义是“强调”,这种“强调”由“连……也/都……”构式本身来表达,而不能从句子的组成成分(包括“连”、“也/都”、“连”字之后的介引成分以及“也/都”之后的成分)推出,也无法从其他已有构式推出,无论“连”字之后的话题成分是名词性的还是动词性的,都不会改变构式本身的意义,“连”字句的“强调”义源自人们头脑中的一种意象图式——力图式。从服务教学出发,依据“连……也/都……”是否对“连”字句成分序位化以及序位化的成分不同,重新对“连”字句分类。考察了“连”字句的主观性,认为这种主观性是以说汉语的人们的认知为基础的,违背这种认知基础而造出的句子将是不可接受的。本文调查分析了汉语学习者中介语语料,对所得语料偏误进行统计分析和研究,发现学习者在掌握汉语“连”字句的过程中,会出现“连……也/都……”格式、一般句法结构和语用三种类型的偏误,并对偏误原因进行了分析和解释。在此基础上,本文尝试运用“构式-语块”教学法对“连”字句教学进行重新设计,将“连”字句切分出两部分语块:一部分是描述现象,表达句子基本内容的;另一部分是“连……也/都……”格式,表达“强调”的构式义。当人们在描述某种现象或事实的时候,为了更充分地表达个人想法或情感,便需要使用突出或对比手段,“连……也/都……”格式即是其中手段之一,通过将想要突出或对比的内容用“连”字介引进入“连……也/都……”格式,从而起到“强调”作用。基于以上认识,本文提出首先将汉语“连”字句划分为话题序位“连”字句、整体序位“连”字句和无序位“连”字句三类,在教学中对其分开区别教学,先教简单的话题序位“连”字句,次之教授整体序位“连”字句,最后再教无序位“连”字句。针对以上三类“连”字句,教学中要使用不同的教学方法。更多还原

【Abstract】 In this paper, construction grammar theory, a new perspective on the Chinese "lian" sentences investigation, that "lian"sentences is a typical sentence constructions, the constructional meaning is "stressed"and that "stressed" by the "lian......ye/dou...... "constructions to express itself, not from the composition of the sentence (including the"lian","ye/dou", and "lian"after the words of the medium composition and cited"ye/dou"after Components) introduced and can not launch from the other existing constructions, both "lian" after the word is a noun of the subject composition or verbal, are structure type itself does not change the meaning, "lian" sentences of the "stress " Meaning in people’s minds from an image map type - trying to type.Starting from the service of teaching, according to "lian......ye/dou...... " whether "lian" ordinal composition of words and the ordinal of the composition is different from re-"lian"sentence category. The effects of "lian"sentence subjectivity, this subjectivity is said that Chinese people’s knowledge-based, contrary to this knowledge base and create the sentence would be unacceptable.On the other hand, this survey of the Chinese language learners interlanguage corpus corpus of errors from the statistical analysis and research, found that learners master the Chinese "lian" sentences in the process, there will be "lian......ye/dou...... "format, the general syntactic structure and pragmatic three types of errors, and errors are analyzed and explained the reasons.On this basis, we try to use "construction - chunk" approach to the "lian" sentences teaching, the "lian" sentences cut blocks separate the two words: one is to describe the phenomenon, the expression of the basic content of the sentence ; the other part is "lian......ye/dou......" format, the expression of "stress" of the constructional meaning. When people describe a phenomenon or the fact that when, in order to more fully express ideas or feelings, we need to highlight or contrast means, "lian......ye/dou......"format is one of the means which, by Want to highlight or contrast the content with "lian" word referred cited entering "lian......ye/dou......"format, which act as a "stress" effect. Based on the above understanding, this paper will first Chinese the“lian”sentences divided into topics, "with" words, the overall order bit "lian" sentences and disorderly place "lian" sentences three words, teaching them the idea of separation of different teaching . Teaching the topic of the first order to teach a simple bit“lian”sentences,followed by the overall sequence Professor position“lian”sentences, the last bit of disorder is more difficult to teach and then“lian”sentences. For the above three types of“lian”sentences, the teaching of different teaching methods to be used.更多还原