【摘要】：在現代漢語中,“就”與“是”構成的“就是”可以是一個凝固化程度較低的謂詞性短語,充當謂語或謂語中心；也可以是一個副詞,起修飾作用,用于表范圍、強調或語氣等；還可以作為連詞,起關聯作用。 連詞“就是”可以出現在它所連接的前一分句中,表示讓步關系,也可以出現于后一分句中,表示讓步、轉折、解說等關系。在語用方面,連詞“就是”具有銜接功能、標記功能和評價功能,它可以連接體詞性詞語、謂詞性詞語或者分句,標記它所連接的前后項成分之間的不同邏輯語義關系,同時具有表達說話人對所表達意義的主觀評價及情感和態(tài)度。雖然學界對連詞“就是”的基本意義看法有分歧,但表選擇、讓步和轉折則是大家所公認的。作為選擇關系連詞,“就是”與“或者”“還是”的用法有同有異,它不能單用表示選擇關系,必須與“不是”配合構成“不是……就是……”格式中表不二者擇其一的選擇關系。表讓步關系時,“就是”經常與“也”構成“就是……也……”格式,其后接成分可以是純粹的假設,也可以是實事虛說。與“即使”不同的是,“就是”表讓步時只能出現于表假設的前置分句�！熬褪恰北磙D折關系時,屬于輕轉,可以表示事物的性質或特征的對比,也可以用于表示對程度或作用的補充,或者表示因果逆轉。 “就是”用法的多樣性導致母語非漢語學習者學習該詞時經常出現偏誤,通過對HSK動態(tài)作文語料庫的調查,學習者使用“就是”時的偏誤主要有誤代、遺漏和誤加三種類型。這些偏誤的形成與“就是”本身用法和意義的復雜性有關,也與現代漢語中與“就是”用法相似的其他詞語的干擾有關。《發(fā)展?jié)h語》《漢語新天地》等對外漢語教材都對“就是”的基本功能和主要用法進行了介紹,并設置了相關的專項練習,以強化學生對該語法知識點的學習。結合“就是”偏誤的情況及教材的安排,在連詞“就是”的教學方面應采取相關的教學策略,應該注重該詞基本功能的教學,注重“就是”與相關詞語用法異同的對比,注重這一知識點教學的連續(xù)性。
[Abstract]:In modern Chinese, "just" and "constitutes" can be a low degree of solidification of the predicate phrase, acting as the predicate or predicate center; It can also be an adverb that modifies the scope, emphasis, or tone of expression, and can also be used as a conjunct to play an associative role. The conjunct "is" may appear in the preceding sentence of its connection, indicating the concessional relation, or in the latter sub-sentence, indicating the relation of concession, turning point, explanation, etc. In the aspect of pragmatics, the conjunction "is" has the functions of cohesion, marking and evaluation. It can connect the aspect words, predicate words or clauses, and mark the different logical semantic relations between the elements before and after they are connected. At the same time, it can express the subjective evaluation, emotion and attitude of the speaker to the expressed meaning. Although scholars have different views on the basic meaning of conjunctions, it is generally accepted that they should choose, compromise and turn. As a choice relation conjunction, the usage of "that is" and "either" or "is different. It can not be used solely to indicate the selection relationship, but must be combined with" not "to constitute" not ". That's it. " The selection of a table in a format. When showing concessions, "yes" and "often" constitute "also" is. " Format, followed by components can be purely hypothetical, or can be a matter of truth. Unlike the "even", the "yes" table can only appear in the preceding clause of the table's hypothesis when concessions are made. It is a light turn, which can be used to indicate the contrast of the nature or characteristics of things, to indicate the complement of degree or effect, or to indicate the reversal of cause and effect. The diversity of usage leads to errors in the learning of the word by non-native Chinese learners. Through the investigation of the HSK dynamic composition corpus, the errors in the use of "you" by learners are mainly three types: error-generation, omission and mis-addition. The formation of these errors is related to the complexity of the use and meaning of "that is". It is also related to the interference of other words similar to the usage of "that" in modern Chinese. The basic functions and main usage of "you" are introduced in the teaching materials such as "developing Chinese" and "Xintiandi" of Chinese as a foreign language. And set up relevant special exercises to strengthen the students to learn the grammar knowledge. Combining the situation of "is" bias and the arrangement of teaching materials, we should adopt relevant teaching strategies in the teaching of conjunctions "that is", pay attention to the teaching of the basic functions of the word, and pay attention to the comparison between "that is" and the similarities and differences between the usage of the words and the relevant words. Pay attention to the continuity of this knowledge point teaching.
【學位授予單位】：揚州大學
【學位級別】：碩士
【學位授予年份】：2013
【分類號】：H195

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