本文選題：旁　切入點：邊　出處：《重慶師范大學》2017年碩士論文　論文類型：學位論文

【摘要】：文章通過對北京語言大學HSK動態(tài)作文語料庫的考察,發(fā)現(xiàn)留學生在使用“旁”“邊”“旁邊”時存在偏誤現(xiàn)象,這種偏誤主要源于留學生對三者的語義、用法認識上的不足。鑒于此,文章對“旁”“邊”“旁邊”進行了語義和句法上的細致描寫和深入分析,探究了“旁”類方位詞的語義句法特征。在完善方位系統(tǒng)的同時,為解決對外漢語教學中的偏誤問題提供理論上的支撐。全文主要包括五部分:第一部分:指出對外漢語教學中“旁”“邊”“旁邊”存在偏誤現(xiàn)象。運用偏誤分析理論將這些偏誤分為“遺漏”“誤加”“誤代”三種類型,其中以“誤代”類偏誤最為普遍。探究了偏誤產(chǎn)生的原因,其根源在于本體研究的不足。第二部分:“旁”“邊”的歸屬問題在語言學界頗具爭議,這種爭議主要源自于對方位詞的不同界定。該部分從語義和句法兩個方面給方位詞下了定義,并以此為標準判定“旁”“邊”屬于方位詞。第三部分:運用認知理論對方位詞“旁”“邊”“旁邊”進行語義分析。在對“旁”“邊”方位義進行溯源的基礎上,從大環(huán)境、意義和形式三個方面分析了“旁邊”產(chǎn)生的原因。接著對三者的空間方位義和引申義進行細致分析,“旁”主要依靠參照物,參照物形體、狀態(tài)的不同,“旁”表示的具體方位也有所差別�！斑叀北磉_空間方位義強調(diào)事物的邊際感,與參照物之間存在相離、相交、包含三種關系�！斑叀痹陂L期的使用過程中,產(chǎn)生了向時間域和情感域轉變的用法。此外,將三者與典型方位詞相比,說明三者在表達空間義上不確定、不顯著的特點。第四部分:以語料庫相關語料為對象,以定量分析的方式對“旁”類方位詞的使用情況進行描寫和分析。并在此基礎上對三者進行比較,“旁”單獨使用形式上多省略,意義上逐漸虛化,使用上要受到各方面的制約,方位詞“邊”不單獨使用�！芭浴薄斑叀倍寄芪挥诓糠址轿辉~和數(shù)詞之后,“旁邊”和其他典型方位詞不能,但“旁邊”能置于表人名詞和動物名詞之后使用,表示具體的方位。第五部分:解決問題。通過對“旁”“邊”“旁邊”三者的比較分析,進一步明確了“旁”“邊”“旁邊”的語義、句法特征。以此為理論依據(jù),對文章第一部分的偏誤現(xiàn)象做出解釋,并提出相應的教學意見和建議。
[Abstract]:Through the investigation of Beijing Language and Culture University HSK dynamic composition corpus, found that students in the use of "side" and "edge" "next" errors, the error is mainly due to the semantics of the three students, insufficient usage of knowledge. In view of this, the article on the "next" "edge" next to "" the semantics and syntax of a detailed description and analysis, explore the "semantic and syntactic features by" nouns of location. In the range of perfect system at the same time, to provide theoretical support to solve the errors in foreign language teaching. This thesis mainly includes five parts: the first part points out that the teaching of Chinese as a foreign language in the "next" "edge" "next" errors. By using the theory of error analysis of these errors will be divided into "missing" error "and" error generation "three types, in which the" error generation "error type is the most common errors is explored. The cause of its root lies in the ontology. The second part: "next" "edge" problems in the field of linguistics is disputed, the definition of this controversy is mainly derived from other words. This part from two aspects of semantics and syntax to range the definition, and as a standard "beside the" edge "belongs to the range of words. The third part: the application of cognitive theory bearing the words" side "and" edge "" next "semantic analysis. In the" next "" edge "range meaning on the basis of origin, from the environment, the" next "resulting from the analysis of the meaning and the form of three a range of space. Then the meaning of the three and the extended meaning of detailed analysis," side "mainly depends on the reference, the reference form of different state," said the specific position by "are also different." edge "spatial justice emphasize the way of expression There is a sense of marginal, from, and between the reference intersection, contains three kinds of relationship. "Edge" in the long-term use, the change to the time domain and emotional domain usage. In addition, the three compared with the typical range of words, which shows that the three are not identified in the expression of the meaning of space, not significant. The fourth part: a corpus corpus as the object, the use of quantitative analysis methods on "side" nouns of location are described and analyzed. And on the basis of the three comparison, "side" alone on the form of ellipsis, sense of grammaticalization, the use should be restricted by the the orientation of the word "edge" is not used alone. "" by "edge" can be located in the part of orientation words and numerals, "next" and other typical words cannot, but "next" can be placed on a table of people and animal nouns nouns after use, said the specific. A fifth part: solve the problem. Based on the "side" and "edge" and "side" of the three comparative analysis, to further clarify the "side" and "edge" "next" semantic, syntactic features. On the basis of this theory, the first part of this article to explain the phenomenon of error, and put forward the corresponding teaching comments and suggestions.

【學位授予單位】：重慶師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：H195.3

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