| 长达半个多世纪的“把”字句的语法语义研究曾经不可偻指算。我们在总结后人研究结果的基本上，从“把”字句语法语义类型的过细剖析动手，法语论文范文，运用认知说话学对于“力的图式”的实际，得出了以下根本的不雅点1、“把”字句的语法语义类型应划分为四年夜类十八小类位移类(放置义、转向义、赠弃义、告知义、支配义)；变更类(变形义、变性义、器量义、状况义、水平义、改变义、对待义)；结果类(完成义、到达义、数目义、周遍义)；不测类(强调情状变更、不明主体)。而且找出了各类语义类型响应的句式特点。2、“把”字句的根本语法语义特点是经由过程“力”的感化，令人、物在地位、性质、情状等方面产生了某种变更或涌现、发生了某种成果。3、依据上述根本语法语义特点，可以把“把”字句的语法语义类型归结归纳综合为(1)处理、(2)导致、(3)非处理非导致。我们发明对外汉语教授教养没有针对“把”字句的语义类型，联合“把”字句的语义特点，法语毕业论文，从微观下去设计“把”字句的教授教养。是以，我们联合下面的语法语义类型分类，借用其他研究者对于本国留先生习得“把”字句的试验结果，对它的对外汉语教授教养前后次序停止支配。 Abstract: More than half a century of "Ba" sentence semantic research has numberless as the sand. We summarize the previous research results basically, from the "Ba" semantic types of meticulous analysis, the practical application of cognitive science to talk about "the schema", the fundamental point of view, the 1 "Ba" grammar and semantic types should be divided into four categories and eighteen types of displacement class (place of righteousness, righteousness, to abandon, inform to justice, Zhi Peiyi); change class (meaning, meaning, measure deformation degeneration of righteousness, righteousness, righteousness, to change the status level of righteousness, righteousness; the class (to) complete justice, justice, justice, Zhou Bianyi reached number); test class (emphasis on circumstances change unknown subject). And the characteristics of all kinds of semantic types are found. 2, "Ba" basic grammatical and semantic characteristics is through the process of "force" is, in effect, status, nature, circumstances as a result of something, or to change the outcome of the emergence of some. 3, according to the above basic syntax semantic features, can put the word "Ba" sentence type of syntactic semantic classification of (1), (2), (3) non treatment. There are no semantic types of "Ba" sentences in the teaching of foreign Chinese teaching, and the combination of the semantic features of the "Ba" sentence. In order to use the test results of the "Ba" sentence of the students in our country, we use the test results of the "Ba" sentence in the foreign language teaching. 目录: 摘要 4-5 ABSTRACT 5 1 引言 9-18 1.1 “把”字句探讨的基本成果 9-11 1.1.1 汉语“把”字句的演变过程 10 1.1.2 现代汉语里“把”字句的定义 10 1.1.3 现代汉语里“把”字句的公式 10-11 1.1.4 “把”字句的基本特点 11 1.2 “把”字句语义特征探讨的争议 11-15 1.2.1 处置说 12-13 1.2.2 致使说 13-14 1.2.3 处置和致使说 14-15 1.3 “把”字句教学探讨的紧迫性 15-16 1.4 选题目的及探讨措施和思路 16-18 1.4.1 目的 17 1.4.2 探讨思路、措施 17-18 2 “把”字句语法语义类型略论 18-31 2.1 位移类 18-23 2.1.1 放置义 19-20 2.1.2 转向义 20-21 2.1.3 赠弃义 21-22 2.1.4 告诉义 22 2.1.5 安排义 22-23 2.2 变化类 23-26 2.2.1 变形义 23-24 2.2.2 变性义 24 2.2.3 度量义 24 2.2.4 状态义 24-25 2.2.5 程度义 25 2.2.6 转变义 25-26 2.2.7 看待义 26 2.3 成果类 26-29 2.3.1 完成义 27 2.3.2 达到义 27-28 2.3.3 数量义 28 2.3.4 周遍义 28-29 2.4 意外类 29-31 2.4.1 强调情状变化 29-30 2.4.2 不明主体 30-31 3 “把”字句语法语义特征辨析 31-42 3.1 “把”字句的基本语义特征 31-34 3.2 处置、致使、非处置非致使之间的关系 34-36 3.2.1 数量 34 3.2.2 逻辑 34-36 3.3 处置与致使的过渡点、界限 36-37 3.4 “把”字句与“使”字句比较 37-42 3.4.1 相同之处 37-38 3.4.2 不同之处 38-40 3.4.3 对“把”字句和“使”字句的选择 40-42 4 对外汉语“把”字句教学 42-47 4.1 处置义的句型为起点、基础 42-46 4.1.1 位移类的排序 43 4.1.2 变化类的排序 43-45 4.1.3 成果类的排序 45-46 4.2 致使义的句型为目前的终结点 46-47 5 结语 47-48 致谢 48-49 参考文献 49-53 附录 攻读硕士期间发表论文目录 53 |
