| 构式语法是二十世纪七八十年月,为懂得决乔姆斯基转换生成语法将词语类构造边沿化的局限性,由戈登伯格提出的主要认知语法实际。构式语法以为构式是具有音系、情势、语义和语用属性的复合体,对于各构式自己的研究一向是学界的研究热门,但研讨构式之间的相干性却很少,而这类相干性恰是教室教授教养中汉语教员须要存眷的。本文的立异性就在于教授教养经常使用语法构式构造之间的相干性。基于认知说话学实际、构式说话学理和生成语法等实际,本文具体剖析息争释各类自力的构式的情势和意义,得出了对于进入各类构式句子对动词和其他成份的语义限制等方面的结论,论证了构式语法实际在语义方面壮大的说明性,从而不只能处理汉语教授教养中许多罕见句式的语法偏误成绩,还能从认知的角度阐释发生留先生在汉语进修中罕见偏误的缘由,用构式语法实际指点教授教养理论。本文经由过程年夜量的汉英说话现实,对从词语类构式到汉语教材中罕见的句构式中“双宾构式”、“动趋构式”和“把”字构式剖析动手,重要经由过程偏误剖析,汉英比较手腕从认知的角度具体剖析了汉语教授教养中罕见的三种构式语法各自的特点及语义限制,并通在构式义的剖析进程中,发明几种构式在语义中的偏向性、音系和“有定”和“无定”性等方面有着得出了几种罕见构式之间的联系关系和个性,从而得出构式之间是有互动这一结论,依据教授教养理论,提出了几点汉语构式语法的教授教养战略及建议。 Abstract: Construction grammar is in twentieth Century seventy or eighty years, in order to know how to solve the Chomsky transformation generative grammar will be the construction of the edge of the limitations of the class, the main cognitive grammar proposed by Goldenberg. Construction grammar thought construction is with sound system, situation, semantic and pragmatic properties of complex, on the construction their own research has always been popular in the academic research, but to explore the coherence between structure and rarely, and this kind of coherence is exactly in the classroom teaching of Chinese teacher must concern. The innovation of this paper is to coherence teaching often use grammar between constructional structures. Based on cognitive talk theory, construction theory and generative grammar learning to speak, the actual, the specific analysis of information release all kinds of structure independent of the type of situation and significance, draws a conclusion about entering the various constitutive sentences of verbs and other ingredients of the semantic restrictions, demonstrates the construction grammar in terms of semantic expansion of illustrative, thus not only can deal with Chinese teaching in many rare sentence grammatical error performance, but also from the perspective of cognition has left Mr. in learning Chinese rare error reason, construction grammar with practical advice teaching theory. This paper adopts a large number of Chinese and English speaking words of reality, from construction to Chinese Textbooks in rare sentence constructions "Doc", "verb constructions" and "the word" structure analysis, through the process of important error analysis, comparison between Chinese and English from the perspective of cognitive specific wrist analysis of the rare Chinese teaching in three kinds of constructiongrammar respective characteristics and semantic constraints, and the constructional meaning analysis in the process of the invention, several constructions in the semantic bias, phonology and "fixed" and "no", has obtained several rare. The relationship between style and personality, so that there is a conclusion that the interaction between constructions, based on the teaching theory, put forward some Chinese grammar teaching strategies and suggestions. 目录: 摘要 4-5 Abstract 5 第一章 前言 10-14 第一节 选题 10-11 第二节 汉语构式的国内相关探讨 11-13 第三节 解决的问题 13-14 第二章 词语类构式 14-23 第一节 “有/N”类 14-18 第二节 “吃/非常规宾语”构式 18-21 第三节 “吃”的“容纳义”构式 21-23 第三章 双宾构式 23-43 第一节 双宾构式语法常见的几种组合模式 23-25 第二节 双宾构式中动词的配价问题 25-31 第三节 双名词构式与格构式 31-43 第四章 动趋构式 43-55 第一节 动趋式的基本定义、内容及内容 43-46 第二节 动趋句式的构式义 46-49 第三节 趋词的构式义特征及略论 49-51 第四节 “宾语”、“趋词”及“了”的位置 51-52 第五节 动趋构式的可能式 52-55 第五章 “把”字句构式 55-59 第一节 “把”字句的教学解释 55-56 第二节 “把”字句的构式义 56-58 第三节 “把”字句的教学设计 58-59 第六章 三种构式的相关及互动 59-65 第一节 “有定”与“无定” 59-61 第二节 虚化、轻读现象 61-63 第三节 相关构式的方向性 63-65 第七章 构式语法教学策略 65-69 第八章 结语 69-71 附录1. “把”字句教学案例 71-77 附录2 德国杜伊斯堡-埃森大学试汉语3(WS 2012/2013) 77-85 附录3 德国杜伊斯堡-埃森大学汉语2(SS 2012) 85-92 附录4 德国杜伊斯堡埃森大学汉语2(期中：SS 2012) 92-99 附录5 德国杜伊斯堡-埃森大学汉语1(WS 2013/14) 99-105 附录6 基于语法大纲教学CHINESE Ⅱ(MA：SS 2014) 105-107 参考文献 107-111 致谢 111-112 |
