本文選題：構(gòu)式語(yǔ)法　切入點(diǎn)：致使移動(dòng)構(gòu)式　出處：《湘潭大學(xué)》2013年碩士論文　論文類型：學(xué)位論文

【摘要】：致使概念是語(yǔ)言中普遍存在的一個(gè)語(yǔ)義范疇，表示某一實(shí)體受到某一致使主體的作用或影響而發(fā)生某種情狀。以Goldberg為代表的構(gòu)式語(yǔ)法將致使分為致使移動(dòng)構(gòu)式和致使結(jié)果構(gòu)式。致使移動(dòng)構(gòu)式反映的是這樣一種事實(shí)：某一實(shí)體在致使主體的直接影響和作用下，發(fā)生位置的改變并沿著一定的路徑移動(dòng)。致使結(jié)果構(gòu)式反映的是這樣一種事實(shí)：某一實(shí)體在致使主體的作用或影響下，，發(fā)生性質(zhì)狀態(tài)的改變。致使結(jié)果構(gòu)式是致使移動(dòng)構(gòu)式的隱喻擴(kuò)展。本文以Goldberg構(gòu)式語(yǔ)法對(duì)致使結(jié)構(gòu)分類和定義為基礎(chǔ)，以對(duì)比語(yǔ)言學(xué)的一般理論與方法為指導(dǎo)，對(duì)英漢致使移動(dòng)構(gòu)式和致使結(jié)果構(gòu)式進(jìn)行了對(duì)比。 由于英語(yǔ)致使構(gòu)式側(cè)重于用詞匯手段表達(dá)致使意義，漢語(yǔ)則側(cè)重于用句法手段表達(dá)致使意義，因此在漢語(yǔ)致使構(gòu)式中，并沒(méi)有完全與之相對(duì)應(yīng)的表達(dá)形式。表達(dá)形式的差異給留學(xué)生習(xí)得漢語(yǔ)致使構(gòu)式帶來(lái)了很大的困難。漢語(yǔ)致使移動(dòng)構(gòu)式中致使主語(yǔ)和致使賓語(yǔ)的選擇、致使輕動(dòng)詞的位置、致使結(jié)果的表達(dá)以及漢語(yǔ)致使結(jié)果構(gòu)式中致使主語(yǔ)和致使賓語(yǔ)的選擇、致使力與致使結(jié)果的位置與關(guān)系對(duì)英語(yǔ)母語(yǔ)者習(xí)得漢語(yǔ)致使結(jié)構(gòu)有一定的影響。通過(guò)產(chǎn)出測(cè)試，語(yǔ)法判斷測(cè)試和翻譯測(cè)試，本文考察了54名英語(yǔ)母語(yǔ)者習(xí)得漢語(yǔ)致使結(jié)構(gòu)的情況。根據(jù)自身的漢語(yǔ)熟練程度，54名英語(yǔ)母語(yǔ)者分為15名初級(jí)階段被試，22名中級(jí)階段被試和17名高級(jí)階段被試。同時(shí)，15名漢語(yǔ)本族語(yǔ)學(xué)習(xí)者習(xí)得情況作為參考。結(jié)果顯示，漢語(yǔ)水平與漢語(yǔ)致使結(jié)構(gòu)的類型習(xí)得水平呈正比。學(xué)習(xí)者漢語(yǔ)水平越高，所習(xí)得的致使結(jié)構(gòu)的類型就越多，習(xí)得的準(zhǔn)確性就越高。同時(shí)，母語(yǔ)在致使習(xí)得過(guò)程中更多表現(xiàn)為阻礙作用，特別是對(duì)漢語(yǔ)心理動(dòng)詞的習(xí)得。而語(yǔ)言環(huán)境更多的表現(xiàn)為促進(jìn)作用，平時(shí)接觸得多的句子，產(chǎn)出正確率也相應(yīng)高。 因此，我們?cè)谄綍r(shí)教學(xué)當(dāng)中應(yīng)當(dāng)在學(xué)習(xí)者的初級(jí)階段就有意識(shí)地引導(dǎo)他們區(qū)分漢語(yǔ)致使結(jié)構(gòu)和英語(yǔ)致使結(jié)構(gòu)，輔以例子說(shuō)明；增加漢語(yǔ)致使結(jié)構(gòu)不同句法結(jié)構(gòu)的語(yǔ)言輸入，減少母語(yǔ)對(duì)習(xí)得的負(fù)面影響。
[Abstract]:The concept of causation is a universal semantic category in language. It means that an entity is affected by the action or influence of a causative subject. The construction syntax, represented by Goldberg, will result in the division of the resulting mobile construction and the causative resultant construction. The fact that an entity, under the direct influence and action of the subject of causation, A change of position and movement along a certain path. The resultant construction reflects the fact that an entity is acting or influencing the cause subject. The causative construction is a metaphorical extension of the causative movement.Based on the classification and definition of causative structures in Goldberg construction grammar, this paper is guided by the general theories and methods of contrastive linguistics. This paper makes a comparison between English and Chinese causative movement constructions and causative resultant constructions. Since English causative construction focuses on expressing causative meaning by lexical means and Chinese on expressing causative meaning by syntactic means, in Chinese causative construction, There is no corresponding expression form. The difference of expression forms makes it difficult for foreign students to learn Chinese causative construction. The choice of subject and object and the position of light verb in Chinese causative construction. The expression of causative result and the choice of causative subject and causative object in Chinese causative construction, the position and relation of causative force and causative result have certain influence on the acquisition of Chinese causative structure by native speakers of English. Grammar judgment test and translation test, According to their proficiency in Chinese, 54 native English speakers were divided into 15 subjects in the primary stage, 22 in the intermediate stage and 17 in the advanced stage. At the same time, the acquisition of 15 native Chinese learners was used as a reference. Chinese proficiency is in direct proportion to the level of type acquisition of Chinese causative structure. The higher the level of Chinese proficiency, the more types of causative structure are acquired and the higher the accuracy of acquisition. Mother tongue plays a more important role in the process of causative acquisition, especially in the acquisition of Chinese psychological verbs. Therefore, we should consciously guide learners to distinguish Chinese causative structures from English causative structures in the early stages of normal teaching, with examples to illustrate; to increase the language input of different syntactic structures of Chinese causative structures. Reduce the negative effects of mother tongue on acquisition.
【學(xué)位授予單位】：湘潭大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類號(hào)】：H195.3

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