本文關鍵詞： “V滿” 動結式 教學建議　出處：《揚州大學》2017年碩士論文　論文類型：學位論文

【摘要】：本文以動結式“V滿”為研究對象,從句法、語用、語義三個平面對“V滿”結構的特征及相關問題展開研究。同時對HSK動態(tài)作文庫中的一部分語料進行分析,發(fā)現(xiàn)留學生在使用“V滿”這一結果補語時產(chǎn)生的偏誤,并提出相關的教學策略。本文一共有三章,第一章主要討論了“V滿”的句法、語義特征。首先根據(jù)“滿”的多義性分析,得出兩個同形但不同義的動結式“V滿1”和“V滿2”,由此也分出V1和V2。然后,又著重討論了 V的語義特征,認為大多數(shù)的V1具有[+狀態(tài)]義、[+附著]義的語義特點。而V2具有[+自主性]和[+持續(xù)性]的特點。最后,探討了“V滿”的句法功能,主要討論了“NP+V滿+N”和“N+V滿+NP”這兩個句式,“V滿”與“了/著/過”的共現(xiàn)能力。第二章主要比較了“V滿”和“V遍”、“滿+NP”的異同。通過語料庫的對比我們發(fā)現(xiàn),有14個動詞既可以與“滿”組合,又可以和“遍”搭配,其中6個動詞可以進入“V滿2”,剩下的則進入“V滿1”。對比“V滿”和“V遍”,在語義上它們都具有周遍性,在說話的語氣上帶有一點夸張性。但“V滿”能與動態(tài)助詞“著”搭配,而“V遍”卻不能。“滿+NP”和“V滿”都能表示存在物很多,在實際運用中NP的空間表現(xiàn)不僅是平面和體積這兩種,還有一些抽象的空間表現(xiàn),認知語言學把這歸納為容器隱喻。由于前人的文獻關于“V滿”的教學應用較少,因此第三章通過對對外漢語教學大綱和教材現(xiàn)狀的闡述,以及HSK動態(tài)作文庫的分析,對留學生在學習第二語言時所產(chǎn)生的偏誤現(xiàn)象進行了分析,總結原因并提出了一些教學建議。并且設計了一份有關“V滿”的教學教案,希望能為對外漢語的教學提供參考。
[Abstract]:This paper focuses on the verb-resultant "V-Man" from the perspective of syntax and pragmatics. The semantic three planes study the characteristics and related problems of "V-Man" structure. At the same time, we analyze part of the corpus of HSK dynamic composition. The author finds out the errors in using the complement of "V Man" and puts forward some relevant teaching strategies. There are three chapters in this paper. The first chapter mainly discusses the syntax of "V Man". Semantic features. First of all, according to the polysemy analysis of "Man", we obtain two homogenous but not synonymous dynamic resultant "V Man 1" and "V Man 2", and then we also distinguish V 1 and V 2. Then. The semantic features of V are also discussed, and it is considered that most of V1 has. [State] righteousness, [The semantic characteristics of the attachment. V2 has. [Autonomy] and. [Finally, the syntactic function of "V Man" is discussed, and the two sentence patterns of "NP V Man N" and "N V Man NP" are mainly discussed. Chapter two mainly compares the similarities and differences between "V Man" and "V Man" and "full NP". There are 14 verbs that can be combined with "Man" or "everywhere", of which 6 verbs can enter "V Man 2", and the remaining verbs can enter "V Man 1", contrasting "V Man" and "V times". In terms of semantics, they all have the characteristics of comprehensiveness and exaggeration in the tone of speech, but "V Man" can be matched with the dynamic auxiliary word "Zhe". But "V times" can not. "full NP" and "V full" can indicate a lot of existence. In practical application, NP's space expression is not only plane and volume, but also some abstract space expression. Cognitive linguistics sums up this as container metaphor. As the previous literature on "V Man" teaching application is less, the third chapter through the outline of teaching Chinese as a foreign language and the current situation of teaching materials. As well as the analysis of HSK dynamic composition database, this paper analyzes the errors caused by foreign students in learning a second language. This paper summarizes the reasons and puts forward some teaching suggestions, and designs a teaching plan about "V Man" in order to provide reference for the teaching of Chinese as a foreign language.
【學位授予單位】：揚州大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：H195.3

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