發(fā)布時(shí)間：2018-05-17 06:25

  本文選題：指稱理論 + 檢驗(yàn)　； 參考：《哈爾濱師范大學(xué)》2015年碩士論文

【摘要】：指稱問題是語言學(xué)研究的重要內(nèi)容,漢語指稱系統(tǒng)有自身特點(diǎn),尤其在篇章和語段中更是有著多樣的指稱形式。近幾十年,語言學(xué)界對指稱問題進(jìn)行了多角度的研究,從初步分類到逐漸科學(xué)完善,學(xué)者們已在漢語詞匯學(xué)、語義學(xué)、語法學(xué)等領(lǐng)域?qū)χ阜Q進(jìn)行了一系列的研究。為了驗(yàn)證所取得的研究成果,并繼續(xù)發(fā)展相關(guān)理論,應(yīng)及時(shí)讓理論接受應(yīng)用的檢驗(yàn),并為實(shí)踐應(yīng)用提供理論框架的支持。就漢語指稱研究中取得的豐富成果在語文教學(xué)中的應(yīng)用問題開展研究,不僅有助于檢驗(yàn)漢語指稱理論現(xiàn)有的研究成果,深化指稱相關(guān)研究,也能夠?qū)θ绾螌⒗碚摮晒麘?yīng)用于語文教學(xué)進(jìn)行探索,及時(shí)更新語文教學(xué)的內(nèi)容,不斷提高語文教學(xué)質(zhì)量。讓中學(xué)生學(xué)好指稱知識,有助于在表達(dá)中,更加規(guī)范、有效地使用漢語,同時(shí)提高學(xué)生的理解能力。本文借鑒功能語法的指稱理論框架,梳理相關(guān)研究成果,用指稱理論分析人教版中學(xué)語文課文中豐富的指稱現(xiàn)象,嘗試在語文教學(xué)中引入并科學(xué)安排指稱理論方面的教學(xué)內(nèi)容,規(guī)范指稱的表達(dá),從而促進(jìn)學(xué)生理解能力、表達(dá)能力的提高。第一章緒論包括四個(gè)方面的內(nèi)容:選題緣起;研究語料來源;指稱理論的研究背景和指稱理論研究對于中學(xué)語文教學(xué)的意義。第二章通過梳理關(guān)于指稱理論的建立與發(fā)展的相關(guān)文獻(xiàn),對本文運(yùn)用的指稱理論進(jìn)行了界定,主要分為兩個(gè)部分,一是功能語法指稱理論的研究范圍,通過對比詞匯語義學(xué)、語用學(xué)與功能語法學(xué)領(lǐng)域的指稱概念,選擇最適于分析課文語篇的功能語法指稱理論。二是通過對功能語法研究領(lǐng)域中陳平、張伯江和王紅旗等學(xué)者一系列關(guān)于指稱的文獻(xiàn)進(jìn)行評述,綜合多位學(xué)者的研究成果,結(jié)合篇章中具體的不同情況,對指稱成分、非指稱成分,有指成分與無指成分,定指成分與不定指成分進(jìn)行界定,為結(jié)合語文教學(xué)的相關(guān)分析奠定理論基礎(chǔ)。第三章結(jié)合具體的語文課文分析指稱現(xiàn)象,分別從指稱義的理解、指稱的語用功能分析、指稱的延續(xù)等方面解讀指稱理論。指稱義的理解是分析指稱現(xiàn)象,明確指稱含義的第一步,通過結(jié)構(gòu)認(rèn)同、信息認(rèn)同、語義認(rèn)同、篇章認(rèn)同四個(gè)角度,闡釋指稱的含義。明確了所指對象后,需要我們在具體的語境和語義關(guān)系中去區(qū)分不同的指稱現(xiàn)象。從名詞性成分表示的是客觀實(shí)體還是屬性名稱的角度,本文首先區(qū)分了指稱成分和非指稱成分,再根據(jù)指稱成分的所指是否為語境中確定的實(shí)體進(jìn)一步劃分為有指成分和無指成分。在具體的交際語境中,按受話人能否識別語境中的實(shí)體,又將有指成分分為定指成分和不定指成分,系統(tǒng)地對指稱進(jìn)行層級體系的分類。處于篇章中的指稱往往對上下文的銜接和聯(lián)絡(luò)句段具有重要的作用,因此本文在現(xiàn)有研究成果的基礎(chǔ)上對指稱延續(xù)的手段——回指做進(jìn)一步探索,通過名詞性回指、代詞性回指、零形式回指三種形式,解讀課文中的回指現(xiàn)象,并進(jìn)行了回指的篇章功能和回指運(yùn)用基本模式的說明。第四章嘗試探討指稱理論的教學(xué)應(yīng)用在培養(yǎng)學(xué)生的思維能力和語言能力方面的作用。通過分析指稱理論對于中學(xué)語文教學(xué)的意義,明確教師如何運(yùn)用指稱理論進(jìn)行教學(xué),而學(xué)生又該如何正確地運(yùn)用指稱知識修改指稱偏誤,進(jìn)行規(guī)范的表達(dá)。通過對歷年高考試題中測試指稱偏誤的部分分析,還有對在校中學(xué)生寫作中出現(xiàn)的指稱運(yùn)用偏誤的分析,系統(tǒng)闡明指稱的規(guī)范表達(dá)。本文研究方法的創(chuàng)新之處在于建立語文課文語料庫,對指稱現(xiàn)象進(jìn)行系統(tǒng)性考察,突破傳統(tǒng)的篇章內(nèi)指稱描寫,將已有的單元順序打亂,超越單元和不同的年級,將具有可比性的例句進(jìn)行對比分析,有助于學(xué)生融會貫通地掌握語文知識,提高學(xué)生學(xué)習(xí)的自主性。本文還通過漢語與第二語言的對比,說明漢語指稱的特殊性,并在語境中區(qū)分不同的指稱類型。
[Abstract]:The reference problem is an important part of the linguistic study. The Chinese referential system has its own characteristics, especially in the text and the segment. In the last few decades, the linguistic circle has studied the referential problem in many angles, from the preliminary classification to the gradual scientific improvement, and the scholars have been in Chinese lexicology, semantics, grammar and so on. A series of studies have been carried out in the field of reference. In order to verify the results obtained and continue to develop the relevant theories, we should let the theory accept the test of the application in time and provide the support of the theoretical framework for the practical application. It is not only helpful to carry out the Research on the application of the rich achievements in the Chinese teaching of Chinese referential research. To examine the existing research results of the theory of Chinese referential theory, to deepen the reference research, and to explore how to apply the theoretical results to Chinese teaching, to update the content of Chinese teaching in time, and to improve the quality of Chinese language teaching. In order to improve students' understanding ability, this paper draws on the reference theory framework of functional grammar, combs the relevant research results and analyzes the rich referential phenomenon in the Chinese text of the middle school by means of referential theory, and tries to introduce and scientifically arrange the teaching contents of the referential theory in the teaching of Chinese and standardize the expression of reference in the teaching of Chinese, thus promoting the students' theory. The first chapter is the introduction of four aspects: the origin of the topic, the source of the research corpus, the research background of the theory of reference and the significance of the theoretical study of reference to the teaching of Chinese in middle school. The second chapter, through combing the relevant literature about the establishment and development of the theory of reference, carries out the theory of reference to the application of this article. The definition is divided into two parts: one is the scope of the study of the theory of functional grammatical reference. By comparing the meaning of lexical semantics, pragmatics and functional grammar, we choose the functional grammar reference theory which is most suitable for the analysis of text. The two is by scholars such as Chen Ping, Zhang Bojiang and Wang Hongqi in the field of functional language research. A series of literature on referent is reviewed, and the research results of a comprehensive number of scholars are combined with the specific conditions in the text. The reference components, non referential components, the reference components and the unreferential components, the indefinite components and the indefinite elements are defined, and the theoretical basis is laid on the related analysis of Chinese teaching. The third chapter combines the specific language. The article analyzes the referential phenomenon, and interprets the referential theory from the understanding of the meaning of referential meaning, the pragmatic function analysis of the referential, the continuation of the reference, etc. the understanding of referential meaning is the first step in analyzing the referential phenomenon and defining the meaning of the referent, and clarifies the meaning of the reference through four angles of structural identity, information identification, semantic identity, and text identity. After the object, we need to distinguish different referential phenomena in specific contexts and semantic relations. From the point of view of the objective entity or the attribute name from the noun element, this article first distinguishes the referential and non referential components, and then according to whether the referential component's finger is further divided into the entity defined in the context. In specific communicative context, according to whether the recipient can identify the entities in the context and classify the referential components into the fixed and indefinite elements, the classification system is systematically classified. The reference in the text is often important for the context and the contact sentence. On the basis of the existing research results, the paper further explores the means of referential extension, anaphora, through three forms of noun anaphora, pronoun anaphora, zero form anaphora, unscramble the anaphora in the text and explain the function of the anaphora and the basic mode of the use of the anaphora. The fourth chapter tries to discuss the teaching of the theory of reference. The role of learning in the cultivation of students' thinking ability and language ability. Through the analysis of the significance of referential theory to the teaching of Chinese language teaching, it is clear how teachers use reference theory to teach, and how the students should correctly use the referential knowledge to modify the referential error and go into the standard expression. The analysis of the partial error and the analysis of the referential error in the middle school students' writing, and the systematic explanation of the standard expression. The innovation of this method is to establish a corpus of Chinese text, to make a systematic investigation of the referential phenomenon, and to break through the traditional description in the text, and the existing Dan Yuanshun It is helpful for students to master Chinese knowledge and improve their autonomy in learning. This paper also illustrates the particularity of Chinese reference and distinguishes different types of reference in context by comparing the Chinese with the second language.
【學(xué)位授予單位】：哈爾濱師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G633.3

【相似文獻(xiàn)】

相關(guān)期刊論文 前10條

1 梁鳳娟;毛培富;;G.埃文斯專名指稱理論述評[J];重慶工商大學(xué)學(xué)報(bào)(社會科學(xué)版);2011年02期

2 龍小平;因果指稱理論的不完全性[J];重慶師專學(xué)報(bào);2000年03期

3 郭貴春,劉高岑;指稱理論的演變及其語境重建[J];山西大學(xué)學(xué)報(bào)(哲學(xué)社會科學(xué)版);2003年03期

4 徐陶;;當(dāng)代分析哲學(xué)中的指稱理論研究[J];蘭州學(xué)刊;2009年02期

5 閆坤如;;指稱理論分析[J];河池學(xué)院學(xué)報(bào);2008年06期

6 張盾;;現(xiàn)代指稱理論的困境[J];晉陽學(xué)刊;1992年02期

7 張力鋒;專名指稱理論:歷史、現(xiàn)狀及反思[J];重慶師院學(xué)報(bào)(哲學(xué)社會科學(xué)版);2002年03期

8 何蓮珍;指稱理論的不同觀點(diǎn)評述[J];浙江大學(xué)學(xué)報(bào)(社會科學(xué)版);1997年03期

9 張娟娟,董志鐵;中國名實(shí)論與西方指稱理論之比較[J];山東師范大學(xué)學(xué)報(bào)(人文社會科學(xué)版);2005年03期

10 景秀輝;;從羅素到斯特勞森——簡論指稱理論的發(fā)展[J];江蘇大學(xué)學(xué)報(bào)(社會科學(xué)版);2007年02期

相關(guān)碩士學(xué)位論文 前6條

1 曲晨曦;指稱理論在中學(xué)語文教學(xué)中的應(yīng)用研究[D];哈爾濱師范大學(xué);2015年

2 毋東花;名稱指稱理論研究[D];西南大學(xué);2010年

3 劉偉偉;克里普克語義學(xué)及其指稱理論研究[D];山西大學(xué);2007年

4 郭向陽;現(xiàn)代專名指稱理論初探[D];河南大學(xué);2007年

5 徐瑩;羅素意義指稱理論述評及與《指物論》之比較[D];西南大學(xué);2009年

6 王臻;普特南指稱理論研究[D];燕山大學(xué);2012年

，

本文編號：1900307