汉越言说动词对比研究

发布时间：2018-01-06 01:16

本文关键词：汉越言说动词对比研究　出处：《华中师范大学》2016年博士论文　论文类型：学位论文

【摘要】：目前,动词研究是汉语研究者关心的一个研究主体,其中颇受关注的就是动词的次范畴研究。言说动词是动词中的一个小类,笔者将其作为研究对象,试图对该类动词的语义、语法、语用方面的特点进行考察,重点考察分析使用频率较高的汉语言说动词“说、讲、谈”,并与越南语中的相应言说动词进行对比分析。在此基础上,笔者还考察了越南学生使用“说”“讲”“谈”三个汉语言说动词的情况,并针对学生的偏误特点提出了相应的教学建议。具体包括以下内容:第一,基于言语行为理论,笔者定义了现代汉语中的言说动词,然后在研究孟琮等主编的《汉语动词用法词典》的基础上,最终筛选出以下三个言说动词:“谈”、“说”、“讲”来进行具体分析研究。此外,本文根据句法、语义和言语行为功能方面的分类标准为言说动词分类。同时,本文也按相同的标准总结了越语言说动词的定义与分类标准。第二,本文描写并对比“谈”、“说”、“讲”三个言说动词的词义特征。然后跟越语言说动词对应词进行对比。结果发现两者之间有很大的共同点,也有一些小的差异。第三,本文将汉语言说动词“说、讲、谈”跟越语对应词的语义搭配和语法功能进行对比。本文主要考察了言说动词所搭配的受事、施事和与事三个必有语义成分。第四,本文对言说动词“说、讲、谈”的构词情况与越南语进行了对比,找出它们的共同点和不同点。第五、本文重点考察了越南学生使用“说”“讲”“谈”三个言说动词的情况。研究发现,学生总体习得情况随学习的深入而有所好转,但仍伴随有遗漏、误代、错序等偏差错误类别。通过习得区间法、阶段计分法、蕴含量表法的不同分析方法进行分析可以发现,学生偏误难度等级随偏误阶段顺序逐级递增。偏误的主要持征为:①动词误代是最主要的偏误类型;②学习者的偏误在不同母语背景的学习者中共同性较大:③常常容易误代动词为的汉语常用的中心词。学生产生偏误的原因包括:①汉语言说类动词本身的复杂性,即言说类动词意义相近、用法存在重叠;②学习者在习得过程中需借助母语或中介语,但教材、工具书等在词义对译解释上存在交叉;③学习策略误导,学生会过渡泛化某些动词的意义或用法。针对偏误特征和原因,教学中应当注重学生正确词汇习得观的建立,适度增加教材汉语释义,并对语义进行深度对比分析,在创设语境的基础上让学生体会近义词之间的差异。而且,可适度借鉴语块教学法,提高学生语言单位提取速度。
[Abstract]:At present, the study of verbs is a research subject concerned by Chinese researchers, among which the subcategory of verbs is concerned. Verbal verbs are a subclass of verbs, and the author regards them as the object of study. This paper attempts to investigate the semantic, grammatical and pragmatic characteristics of this kind of verbs, focusing on the analysis of the "say, say, talk, talk" verbs which are frequently used in the Chinese language. On the basis of this, the author also investigates the Vietnamese students' use of the verbs in the three Chinese languages of "saying" and "speaking". According to the characteristics of students' errors, the author puts forward the corresponding teaching suggestions, including the following: first, based on the speech act theory, the author defines the verbal verbs in modern Chinese. Then on the basis of studying the dictionary of Chinese verb usage edited by Meng Cong and others, the following three verbal verbs are selected: "talk", "say", "say", "speak" to carry on the concrete analysis and research. In addition. According to the classification criteria of syntactic, semantic and speech act function, this paper also summarizes the definition and classification standard of Yue language verb according to the same standard. This paper describes and contrasts the semantic features of the three verbal verbs "talking", "saying" and "saying". Then it compares them with the corresponding words of the verb in Yue language. The results show that there is a great deal of common ground between them. There are also some small differences. Thirdly, this paper compares the verb "say, talk, talk" with the semantic collocation and grammatical functions of the corresponding words in Vietnamese. In 4th, this paper compares the word-formation of the verbal verb "say, speak, talk" with Vietnamese, and finds out their common points and differences. 5th. This paper focuses on the Vietnamese students' use of "say", "speak" and "talk". The study shows that the students' overall acquisition improves with the deepening of their study, but there are still omissions and misinterpretations. Through the acquisition interval method, the stage scoring method, the implication scale method analysis of different analysis methods can be found. The degree of students' error difficulty increases step by step with the order of the error stage. The main feature of the error is that the verb error of 1: 1 is the most important type of error. 2Learner's bias is more common among learners with different native language backgrounds than that of learners with different native language backgrounds. It is often easy to mispronounce the verb as the central word in Chinese. The reasons for students' errors include:. (1) the complexity of saying verbs in Chinese. That is to say, the meaning of verbal verbs is similar, and the use of them is overlapped; (2) in the process of acquisition, learners need to use their mother tongue or interlanguage, but there are intersections in the interpretation of word meaning in textbooks and reference books; (3) the learning strategy is misleading and the students will overgeneralize the meaning or usage of some verbs. In view of the characteristics and reasons of errors, we should pay attention to the establishment of students' correct concept of vocabulary acquisition and appropriately increase the interpretation of Chinese in textbooks. The author makes a deep contrastive analysis of the semantics and makes students understand the differences between synonyms on the basis of the creation of context. Moreover, we can learn from the chunk teaching method appropriately and improve the speed of language unit extraction.
【学位授予单位】：华中师范大学
【学位级别】：博士
【学位授予年份】：2016
【分类号】：H195

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