發(fā)布時(shí)間：2019-01-09 11:13

【摘要】：本文從歷時(shí)和共時(shí)的層面對(duì)“意思”的語義、句法、語用做了全新的詮釋,并結(jié)合其在對(duì)外漢語教學(xué)中的應(yīng)用現(xiàn)狀進(jìn)行分析,力圖將其在共時(shí)層面的發(fā)展過程描寫的更為清晰具體。 本文共分為五個(gè)部分： 第一章緒論簡要地介紹了本文的研究緣起,研究理論與方法,研究意義,創(chuàng)新之處與語料來源以及相關(guān)研究綜述。 第二章從語義的角度出發(fā),對(duì)“意思”一詞從歷時(shí)角度展開分析。首先分析了“意”和“思”的語法化過程,認(rèn)為“意思”的發(fā)展和單個(gè)“意”和“思”的發(fā)展相聯(lián)系的,“意”和“思”在最后粘合成“意思”時(shí)有多個(gè)義項(xiàng)的共通之處�！耙馑肌眲偝霈F(xiàn)時(shí)的意義是“意圖,用意”,但在六朝至宋朝期間意義發(fā)展迅速但不穩(wěn)定,到清朝時(shí)句法范圍擴(kuò)大,使用頻率增多,可以判斷己經(jīng)粘合。 第三章主要分析了“意思’’及其相關(guān)句式句法結(jié)構(gòu)的特點(diǎn)以及句法功能。 第四章通過對(duì)“意思”的語義、語法和語用形成了一個(gè)全面、系統(tǒng)的認(rèn)識(shí),并以此為基礎(chǔ),對(duì)外國學(xué)生的“意思”偏誤的不同類型與部分成因進(jìn)行了分析,進(jìn)而就“意思”的教學(xué)提出了一些教學(xué)建議。本文的研究成果對(duì)對(duì)外漢語教學(xué)具有一定的借鑒意義。 最后是結(jié)語部分,對(duì)前面論文所研究內(nèi)容進(jìn)行了總結(jié),并指出了存在的問題和不足。
[Abstract]:In this paper, the semantic, syntactic and pragmatic meanings of "meaning" are interpreted from the diachronic and synchronic levels, and the present situation of its application in teaching Chinese as a foreign language is analyzed. Try to describe the development process at the synchronic level more clearly and concretely. This paper is divided into five parts: the first chapter is a brief introduction of the origin of this study, research theory and methods, research significance, innovation and corpus sources, as well as a review of relevant research. The second chapter analyzes the meaning from the point of view of semantic meaning from a diachronic point of view. This paper first analyzes the grammaticalization process of "meaning" and "thought", and points out that the development of "meaning" is related to the development of "meaning" and "thought", and that "meaning" and "thought" have many meanings in common when they are finally glued together into "meaning". The meaning of meaning was "intention, intention" when it first appeared, but the meaning developed rapidly but unsteadily during the six dynasties to the Song Dynasty. By the Qing Dynasty, the syntactic range was enlarged and the frequency of use was increased, which can be judged to have been glued. The third chapter mainly analyzes the syntactic structure and syntactic function of meaning 'and its related sentence structure. Chapter four analyzes the different types and some causes of the "meaning" bias of foreign students on the basis of a comprehensive and systematic understanding of meaning, grammar and pragmatics. Furthermore, some teaching suggestions on the teaching of "meaning" are put forward. The research results of this paper have certain reference significance for teaching Chinese as a foreign language. The last part is the conclusion, which summarizes the research contents and points out the existing problems and shortcomings.
【學(xué)位授予單位】：南昌大學(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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