【摘要】：存現(xiàn)句是現(xiàn)代漢語中具有鮮明特點(diǎn)的一種句式,也一直是語法學(xué)界討論的熱點(diǎn)。學(xué)者們對(duì)存現(xiàn)句的研究視角廣泛,成果顯著。從上個(gè)世紀(jì)20年代學(xué)者們主要側(cè)重于句法平面上對(duì)存現(xiàn)句的研究到上個(gè)世紀(jì)80年代三個(gè)平面語法理論的提出,陸續(xù)有學(xué)者從語義結(jié)構(gòu)和語用特征方面入手研究存現(xiàn)句。本文試圖在學(xué)習(xí)和借鑒前輩們研究成果的基礎(chǔ)上,以三個(gè)平面語法理論為指導(dǎo),逐一考察對(duì)比漢英存現(xiàn)句的特點(diǎn),發(fā)現(xiàn)并總結(jié)漢英存現(xiàn)句的差異和共性,再結(jié)合針對(duì)留學(xué)生調(diào)查的案例,對(duì)存現(xiàn)句掌握偏誤進(jìn)行歸類,從語言認(rèn)知方式角度提出針對(duì)存現(xiàn)句掌握的教學(xué)對(duì)策。 全文共分五章。 第一章對(duì)本文考察對(duì)象—存現(xiàn)句界定范圍的概述,將考察對(duì)象限定為7種句式,即“有”字存現(xiàn)句,“是”字存現(xiàn)句,“V著”存現(xiàn)句,“V了”存現(xiàn)句,“V有”存現(xiàn)句,光桿動(dòng)詞存現(xiàn)句和無動(dòng)詞存現(xiàn)句。本文以三個(gè)平面語法理論為指導(dǎo),考察對(duì)比漢英存現(xiàn)句的差異和共性。第二章提出針對(duì)漢語存現(xiàn)句的教學(xué)方法和講解設(shè)計(jì)教學(xué)教案并實(shí)施。在實(shí)踐中總結(jié)比發(fā)現(xiàn)學(xué)生在習(xí)得漢語存現(xiàn)句的過程中產(chǎn)生的偏誤。第三章根據(jù)學(xué)生在課堂上呈現(xiàn)出來的偏誤,分析英語為母語留學(xué)生存現(xiàn)句偏誤原因。第四章偏誤成因分析,依據(jù)第三章所做分析,為今后的存現(xiàn)句教學(xué)提出建議和設(shè)計(jì)。第六章為結(jié)語部分,提出研究?jī)r(jià)值并分析本文不足,提出今后研究方向。
[Abstract]:Existential sentence is a kind of sentence structure with distinct characteristics in modern Chinese and has always been a hot topic in grammar circles. Scholars' research on existential sentences has a wide range of perspectives and remarkable achievements. From the study of existential sentences in the syntactic plane in the 1920s to the three theories of plane grammar in the 1980s, some scholars began to study existential sentences from the aspects of semantic structure and pragmatic characteristics. On the basis of studying and drawing on the research achievements of the predecessors, this paper, guided by three plane grammar theories, examines and compares the features of the existential sentences in Chinese and English one by one, and finds out and summarizes the differences and commonalities of the existential sentences in both Chinese and English. Combining with the investigation cases of foreign students, this paper classifies the errors in the mastery of existential sentences, and puts forward the teaching countermeasures against the mastery of existential sentences from the perspective of language cognitive style. The full text is divided into five chapters. The first chapter is an overview of the scope of the object-existential sentence in this paper. The object of investigation is limited to 7 types of sentences, namely, "you", "is", "V", "V", "V", "V", "V", "V", "V", "V", "V", "V", "V", "V", "V", "V", "V", "V", "V". Bare verb existential sentence and no verb existential sentence. Guided by three plane grammar theories, this paper examines the differences and commonalities between Chinese and English existential sentences. The second chapter puts forward the teaching method and teaching plan for Chinese existential sentences. In practice, the author finds out the errors in the process of students' acquisition of Chinese existential sentences. The third chapter analyzes the reasons for the errors of students studying abroad in English as their mother tongue. The fourth chapter analyzes the causes of errors, according to the third chapter of the analysis, for the future teaching of existential sentences put forward suggestions and design. The sixth chapter is the conclusion part, puts forward the research value and analyzes the deficiency of this paper, and puts forward the research direction in the future.
【學(xué)位授予單位】：遼寧師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類號(hào)】：H195.3

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本文編號(hào)：2159269