發(fā)布時間：2018-05-04 05:20

  本文選題：數(shù)量語塊 + 完句成分��； 參考：《華僑大學》2016年碩士論文

【摘要】：為了解韓國學生漢語數(shù)量語塊作為完句成分的習得情況,本文從句層出發(fā),基于完句視角,從本體的角度觀察漢語數(shù)量短語的完句成分屬性及其特征,界定了完句成分和構(gòu)句成分,在句法層面將其分為前置型和后置型數(shù)量語塊,并對比韓漢數(shù)量短語的句層地位和功能,同時論證本體部分對漢語數(shù)量短語完句屬性的推測分析。基于文獻綜述和語料收集分析,認為數(shù)量語塊在發(fā)揮其無定化功能、邊界化功能、動態(tài)化功能、表量功能時,對名詞、動詞和形容詞的內(nèi)隱屬性都有一些催化作用:對名詞是【+無定】【+個體】【+邊界】【-集合】【-類別】;對動詞是【+動作】【-事件】;對形容詞【+性質(zhì)量】。據(jù)此,基于HSK動態(tài)作文語料庫進行偏誤語料分析得出韓國學生漢語數(shù)量短語完句功能的偏誤總體分布以及兩大偏誤和九小類偏誤類型:缺省偏誤(凸顯無定個體時未加個體物量NC、凸顯邊界時未加邊界物量NC、凸顯動詞動態(tài)義時未加動量NC、凸顯形容詞性質(zhì)變化未加模糊物量NC四類)和誤加偏誤(凸顯有定時誤加無定物量NC、凸顯集合/屬性時誤加個體物量NC、凸顯動詞事件義時誤加動量NC、凸顯形容詞屬性時誤加模糊量NC、物量NC重復冗余五類),并分析其六類偏誤原因,此基礎上提出了語言遷移方法、擴句完型訓練法、完句意識培養(yǎng)和教材編寫建議四方面的教學建議。
[Abstract]:In order to understand the acquisition of Chinese quantitative chunks as complete sentence components by Korean students, this paper, from the perspective of sentence completion, observes the attributes and characteristics of Chinese quantitative phrases from an ontological perspective. This paper defines the components of complete sentence and construction of sentences, divides them into pre- and post-type quantitative chunks at the syntactic level, and compares the position and function of Han and Han quantitative phrases at the sentence level. At the same time, it demonstrates the conjecture analysis of the attributes of Chinese quantitative phrases in the ontology part. On the basis of literature review and corpus collection, it is concluded that quantitative chunks play their roles of uncertainty, boundary, dynamics and quantification. The implicit attributes of verbs and adjectives have some catalytic effects: they are [indefinite] [individual] [boundary] [- set] [- category] for nouns, [action] [- events] for verbs, and [sexual quality] for adjectives. Accordingly, Based on the HSK dynamic composition corpus, the general distribution of errors in the function of Chinese quantitative phrase completion and the types of two major errors and nine subcategories of errors are obtained: default errors (not added when highlighting indefinite individuals). Individual quantity NC, when highlighting the boundary without adding the boundary quantity NC, when highlighting the verb dynamic meaning without momentum NC, highlighting the adjective nature change without fuzzy object quantity NC four categories) and error (highlight the timing error plus infinitesimal quantity NC, highlight the set In combination / attribute, the individual quantity NC is added by mistake, the momentum NC is added by mistake when the meaning of verb event is highlighted, the fuzzy quantity NC is mistakenly added when the attribute of adjective is highlighted, and the five categories of redundancy are repeated in the NC of object quantity, and the six kinds of errors are analyzed. On the basis of this, the author puts forward four teaching suggestions: language transfer method, extended sentence cloze training method, sentence completion consciousness training and teaching material compilation suggestions.
【學位授予單位】：華僑大學
【學位級別】：碩士
【學位授予年份】：2016
【分類號】：H195
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本文編號：1841761