本文選題：誰(shuí)知道　切入點(diǎn)：多角度分析　出處：《陜西師范大學(xué)》2013年碩士論文　論文類型：學(xué)位論文

【摘要】：在現(xiàn)代漢語(yǔ)中,“誰(shuí)知道”主要有三種語(yǔ)義類型,即疑問代詞+動(dòng)詞的“誰(shuí)知道1”；作為一個(gè)詞使用的“誰(shuí)知道2”；表示話語(yǔ)標(biāo)記的“誰(shuí)知道3”。在對(duì)外漢語(yǔ)教學(xué)過程中,筆者發(fā)現(xiàn)留學(xué)生使用“誰(shuí)知道”時(shí)并不地道,而語(yǔ)法書對(duì)“誰(shuí)知道”的如何使用解釋并不全面,對(duì)外漢語(yǔ)教材中也沒有對(duì)“誰(shuí)知道”這一語(yǔ)法結(jié)構(gòu)的詳盡講解。本文正是基于這樣的研究現(xiàn)狀來(lái)展開討論的。 本文在分析北京大學(xué)現(xiàn)代漢語(yǔ)和古代漢語(yǔ)語(yǔ)料庫(kù)大量語(yǔ)料的前提下,對(duì)“誰(shuí)知道”進(jìn)行多角度研究。本文從歷時(shí)和共時(shí)角度入手,運(yùn)用描寫和解釋相結(jié)合的研究方法,并結(jié)合語(yǔ)法分析的三個(gè)平面對(duì)“誰(shuí)知道”各語(yǔ)義進(jìn)行詳盡討論,最后提出在對(duì)外漢語(yǔ)教學(xué)中教授“誰(shuí)知道”的設(shè)想。 第一章緒論介紹本文的研究?jī)?nèi)容和意義、研究目標(biāo)和創(chuàng)新之處、研究現(xiàn)狀和研究方法以及語(yǔ)料來(lái)源。 第二章從歷時(shí)角度分析“誰(shuí)知道”詞匯化和語(yǔ)法化的演變過程,歸納其演變路徑,并從語(yǔ)言內(nèi)部和外部方面指出促使該語(yǔ)法結(jié)構(gòu)歷時(shí)演變的動(dòng)因。 第三章則是從共時(shí)平面出發(fā),探討了“誰(shuí)知道”的三種語(yǔ)義分布情況及其語(yǔ)義特征的類型,重點(diǎn)從句法層面對(duì)三種語(yǔ)義類型進(jìn)行區(qū)分。 第四章主要通過對(duì)語(yǔ)料庫(kù)中“誰(shuí)知道2”的語(yǔ)句分析,指出“誰(shuí)知道2”的語(yǔ)句特點(diǎn),并通過其語(yǔ)句特點(diǎn)指出它的語(yǔ)義和語(yǔ)用功能。 第五章主要分析了話語(yǔ)標(biāo)記“誰(shuí)知道3”的句法特征。并綜合連貫理論和關(guān)聯(lián)理論對(duì)話語(yǔ)標(biāo)記的語(yǔ)用功能的歸納,總結(jié)“誰(shuí)知道3”的語(yǔ)用功能為語(yǔ)篇連貫功能和交際認(rèn)知功能。 第六章中筆者結(jié)合自身教學(xué)經(jīng)驗(yàn),歸納學(xué)生在習(xí)得“誰(shuí)知道”時(shí)出現(xiàn)的情況,具體分析其原因,并提出了一些切實(shí)可行的教學(xué)設(shè)想。 最后是結(jié)語(yǔ),對(duì)論文所研究的主要內(nèi)容進(jìn)行了總結(jié),并指出了存在的問題和不足。
[Abstract]:In modern Chinese, "who knows" mainly has three semantic types, namely Interrogative Pronoun + verb "who knows 1"; used as a word "who knows 2"; that the discourse markers of "who knows 3." in foreign language teaching process, the author found that students who use "know" not real, and a grammar book on "who knows how to use" the explanation is not comprehensive, in Chinese textbooks nor on "who knows" detailed explanations of this grammatical structure. This article is based on the current situation of such research are discussed.
This paper based on the analysis of Peking University in modern Chinese and ancient Chinese corpus corpus, a multi angle study on "who knows". In this paper, from the diachronic and synchronic perspective, using the research method of the combination of description and explanation, and the combination of three plane grammar analysis on "who knows" the semantic details. Finally put forward the idea of Professor "in teaching Chinese as a foreign language who knows".
The first chapter introduces the content and significance of the research, the research goals and the innovation, the research status and research methods and the source of the corpus.
The second chapter analyzes the evolution process of "knowing" Lexicalization and grammaticalization from a diachronic perspective, summarizes its evolution path, and points out the reasons for the diachronic evolution of the syntactic structure from the internal and external aspects of language.
The third chapter starts from the synchronic plane, and explores the three semantic distributions of "who knows" and the types of its semantic features. It focuses on distinguishing three semantic types from sentence level.
The fourth chapter mainly points out the sentence characteristics of "who knows 2" by analyzing the sentence of "who knows 2" in corpus, and points out its semantic and pragmatic functions through its sentence characteristics.
The fifth chapter mainly analyzes the syntactic features of the discourse marker "who knows 3", and summarizes the pragmatic functions of discourse markers from the perspective of coherence theory and relevance theory, and summarizes the pragmatic functions of "who knows 3" as textual coherence function and communicative cognitive function.
In the sixth chapter, combined with my own teaching experience, the author sums up the situation of students who have learned "who knows", analyzes the reasons, and puts forward some practical teaching ideas.
Finally, the conclusion is summarized, and the main contents of the paper are summarized, and the existing problems and shortcomings are pointed out.

【學(xué)位授予單位】：陜西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類號(hào)】：H195

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