本文選題：其實(shí) + 否定　； 參考：《吉林大學(xué)》2011年碩士論文

【摘要】：“其實(shí)”是現(xiàn)代漢語(yǔ)中使用頻率較高的一個(gè)語(yǔ)氣副詞,在HSK大綱中屬于丙級(jí)詞匯,筆者考察了關(guān)于“其實(shí)”的研究后發(fā)現(xiàn),研究的廣度和深度與“其實(shí)”的使用頻率和廣泛的用途不相稱。在搜索了HSK動(dòng)態(tài)作文語(yǔ)料庫(kù)中關(guān)于“其實(shí)”的語(yǔ)篇后發(fā)現(xiàn),存在多余、缺失和錯(cuò)用“其實(shí)”的情況,且存在回避現(xiàn)象,另外有些包含“其實(shí)”的句子在語(yǔ)法層面上沒有錯(cuò)誤,但是根據(jù)上下文或文章主旨及作者意圖后發(fā)現(xiàn)存在表達(dá)錯(cuò)誤。這些都說明對(duì)“其實(shí)”的語(yǔ)法層面研究還不夠深入到位,對(duì)與“其實(shí)”語(yǔ)義相近、用法存在共同點(diǎn)的詞或句式?jīng)]有進(jìn)行詳細(xì)的分析區(qū)別,對(duì)“其實(shí)”的必現(xiàn)和隱現(xiàn)、“其實(shí)”要求的預(yù)設(shè)和語(yǔ)境研究還沒有很透徹。 我們又考查了目前通用較有影響的對(duì)外漢語(yǔ)教材,發(fā)現(xiàn)對(duì)“其實(shí)”的注釋簡(jiǎn)單且易產(chǎn)生理解偏差,說明存在教材編寫不合理,教師教授不到位,教學(xué)設(shè)計(jì)不夠有效等問題。 本文從留學(xué)生的偏誤句入手,分析偏誤可能存在的原因,在專家學(xué)者關(guān)于“其實(shí)”的研究成果基礎(chǔ)上,通過對(duì)我們整理的當(dāng)代北方著名作家近171萬(wàn)多字的作品中析出的123條語(yǔ)料的分析,較為詳細(xì)深入地解析了“其實(shí)”的語(yǔ)義:“其實(shí)”是在全部否定或部分否定一個(gè)已知信息的基礎(chǔ)上對(duì)新信息的肯定,肯定的信息都是“其實(shí)”所在句出現(xiàn)的新信息(新信息不在本文研究范圍內(nèi))。當(dāng)“其實(shí)”在文中出現(xiàn)的時(shí)候,就標(biāo)志著有信息被否定或者部分否定。否定的信息可以是上下文中出現(xiàn)需要否定的顯性信息,也可以是否定隱性信息(這個(gè)隱形信息可能是對(duì)話雙方的共識(shí),也可能是說話人的推斷:推斷聽話人會(huì)存在的想法或猜測(cè)疑惑等,也可能是說話人為了使話題進(jìn)行下去而預(yù)設(shè)的一個(gè)與“其實(shí)”所在句信息相左的信息)。又在篇章中考察包含“其實(shí)”的語(yǔ)料得出“其實(shí)”的語(yǔ)用包括否定評(píng)價(jià)功能、斷言功能、話輪更替功能和舒緩語(yǔ)氣功能。 我們又對(duì)與“其實(shí)”易產(chǎn)生混淆的詞匯和句式進(jìn)行了區(qū)分,再結(jié)合留學(xué)生偏誤中較難分析的例子,得出“其實(shí)”要求的預(yù)設(shè)和語(yǔ)境,研究了“其實(shí)”的必現(xiàn)和隱現(xiàn)以及與其他詞的同現(xiàn)。最后進(jìn)行了簡(jiǎn)單的教學(xué)設(shè)計(jì),并小規(guī)模進(jìn)行了教學(xué)實(shí)驗(yàn)。
[Abstract]:"Shi" is a high frequency mood adverb in modern Chinese, which belongs to "C" in the HSK syllabus. The breadth and depth of the study are not commensurate with the frequency of use and the wide range of uses. After searching for the "truth" in the HSK dynamic composition corpus, it is found that there are superfluous, missing and misusing the "truth", and there is avoidance, and there is no grammatical error in some sentences that contain the "truth". However, according to the context or the main purpose of the article and the intention of the author found that there is an expression error. All these show that the grammatical level of "actually" is not sufficiently studied, and there is no detailed analysis and difference between words or sentence patterns which are similar to "actually" and have common usages, and there is no need for "truth" to appear and loom. The presupposition and contextual study of the requirement of "truth" has not been thoroughly studied. We also examine the current popular and more influential teaching materials for Chinese as a foreign language, and find that the annotation of "actually" is simple and easy to produce an understanding deviation, indicating that there are some problems such as unreasonable compilation of textbooks, inadequate teaching of teachers and teachers, and insufficient effective teaching design. This paper starts with the errors of foreign students, analyzes the possible causes of errors, and based on the research results of experts and scholars on "actually", Through the analysis of 123 language materials that we have sorted out in the works of nearly 1.71 million words of famous writers in the north of China, The meaning of "actually" is explained in more detail. "actually" is the affirmation of new information on the basis of total negation or partial negation of a known information. The positive information is the new information which appears in the sentence (new information is not within the scope of this study. When "actually" appears in the text, it marks the denial or partial negation of information. Negative information can be the explicit information that needs to be negated in the context, or it can also be the negative implicit information (this hidden message may be the consensus of both sides of the dialogue. It may also be the speaker's inference: to infer that the listener will exist or to guess doubts, etc., or to presuppose a message contrary to the information in the "actually" sentence that the speaker presupposes in order to keep the topic going. The pragmatic functions of "truth" include negative evaluation function, assertive function, turnover function and soothing function. We also distinguish words and sentence patterns that are easily confused with "actually", and combine with examples of foreign students' errors that are more difficult to analyze, and get the presupposition and context of "actually" requirements. The necessity and concealment of "truth" and cooccurrence with other words are studied. Finally, a simple teaching design and small scale teaching experiments are carried out.
【學(xué)位授予單位】：吉林大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2011
【分類號(hào)】：H146

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