本文選題：“會……的”格式 + “會”�。� 參考：《吉林大學(xué)》2017年碩士論文

【摘要】：“會”與“能”等能愿動詞在句法、語義、語用三個平面的分布特點,使其成為漢語本體研究中的重點,更成為對外漢語教學(xué)中的重點與難點。在對外漢語教學(xué)中,漢語作為孤立語具有重視意合不依賴形態(tài)變化、主要借助語序和虛詞等其他方式表達語法關(guān)系和語法意義的特點,簡單孤立地分析“會”、“能”等能愿動詞作為語素構(gòu)成詞組合成句子再到語篇的過程,很容易陷入“會”“能”對比的僵局。為了嘗試解決“會”“能”對比分析帶來的僵化偏誤,我們運用整體教學(xué)法,借鑒構(gòu)式語法思想,通過大量句子及語篇整塊語料的描寫,總結(jié)歸納出“會……的”格式,從句法結(jié)構(gòu)角度分析“會……的”格式的組合規(guī)則和聚合規(guī)則,發(fā)現(xiàn)其在“是……的”句中的組合位置;引入Palmer關(guān)于情態(tài)范疇分類的觀點對“會……的”格式中“會”的情態(tài)語義類型進行研究,最后從語用角度對“會……的”格式存在的背景文化合理性加以佐證。在對“會……的”格式研究的過程中,還會涉及“能”在“會……的”格式中的替換能力等問題,這有助于尋找一種新的“會”“能”對比角度�！皶摹备袷骄哂泻軓姷慕M合能力和富有規(guī)律的聚合特點,因此一般情況下,“會……的”格式進入句子系統(tǒng)的條件非常簡單:已經(jīng)作為整體出現(xiàn)的“會……的”格式末尾添加相應(yīng)的標點符號即可構(gòu)成肯定句和否定句,在相應(yīng)位置添加否定詞即可構(gòu)成否定句�？隙ň�、否定句和疑問句基本可以構(gòu)成漢語語篇的最簡單模式,如此使?jié)h語學(xué)習(xí)者通過掌握“會……的”格式達到事半功倍的效果。整體教學(xué)法作用下的“會……的”格式到語篇的組合過程,依然不能脫離語言兩大總綱組合規(guī)則和聚合規(guī)則帶來的層級體系,任何一種語言都不可能脫離這一層級裝置。然而,歸納“會……的”格式減免了從語素的選擇到語素構(gòu)成詞、詞再通過語法手段構(gòu)成句子這一過程中可能遇到的對比選擇偏誤、語法負遷移偏誤等僵化偏誤,更有利于漢語學(xué)習(xí)者明確漢語的語法特點,并舉一反三至其他漢語語法的學(xué)習(xí)中去。對外漢語教學(xué)的終極目的就是使?jié)h語學(xué)習(xí)者能夠自由正確運用漢語進行有效成功的交際,單個詞語、錯誤的語法結(jié)構(gòu)在語境中或加上手勢自然也能讓對方明白說話者想要表達的意思,但這違背了“正確”與“成功”交際的目標。因此,“會……的”格式正確進入句子和語篇才能發(fā)揮其功效,完成其使命。
[Abstract]:The distributional characteristics of "Hui" and "Neng" in syntax, semantics and pragmatics make them become the focus in the study of Chinese ontology, and also become the emphasis and difficulty in teaching Chinese as a foreign language. In the teaching of Chinese as a foreign language, Chinese, as an isolated language, attaches importance to parataxis and does not depend on the change of form, mainly expresses the grammatical relationship and grammatical meaning by other means such as word order and function words, and analyzes "will" in a simple and isolated way. It is easy to get into the deadlock of "can" and "can" contrast the process of synthesizing sentences into discourse by using verbs as morphemes. In order to solve the inflexible errors caused by the contrastive analysis of "Hui" and "can", we use the holistic teaching method, draw lessons from the grammatical thought of construction, and sum up "Hui" through a large number of sentences and the description of the whole text corpus. "format, from the perspective of syntactic structure" will. The format of the combination rule and the aggregation rule found in it is. Introduction of Palmer's view on classification of modal categories. Finally, from the pragmatic point of view, this paper studies the semantic types of "Hui" in the format. The existence of the format of the background cultural rationality to prove. Yes, yes. In the process of format research, it will also involve "can" in "will." This helps to find a new "will" and "can" contrast angle. "Yes. The "format" has strong combinatorial capabilities and regular aggregation characteristics, so generally, "will." The conditions in which the format enters the sentence system are very simple: have emerged as a whole. Adding corresponding punctuation marks at the end of the format can constitute positive sentence and negative sentence, and adding negative word in corresponding position can constitute negative sentence. Affirmative, negative and interrogative sentences can basically constitute the simplest mode of Chinese discourse, so that Chinese learners can master. The format achieves twice the result with half the effort. The "meeting" under the action of the holistic teaching method. The combination process from the format to the text still cannot be separated from the hierarchical system brought about by the combination rules of the two general principles of language and the aggregation rule, and no language can be separated from this hierarchical device. However, induction will. The format relieves the inflexible errors in the process from morpheme selection to morpheme composing words, which may be encountered in the process of grammatical construction of sentences, such as contrastive selection errors, grammatical negative transfer errors, etc. It is more advantageous for Chinese learners to make clear the grammatical characteristics of Chinese and draw a conclusion from other Chinese grammar learning. The ultimate goal of teaching Chinese as a foreign language is to enable Chinese learners to freely and correctly use Chinese for effective and successful communication. The wrong grammatical structure can also help the speaker to understand the meaning of the speaker in the context or with the gesture, but this is contrary to the goal of "correct" and "successful" communication. So, "Yes. In order to perform its function and fulfill its mission, the correct format of the sentence and the text.
【學(xué)位授予單位】：吉林大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：H195.3

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