【作者】 李媛；

【导师】 岳辉；

【作者基本信息】 吉林大学 ， 汉语国际教育（专业学位）， 2020， 硕士

【摘要】 “何况”与“不要说”是汉语中使用较为广泛的词,它们功能多样,既可以单独使用,又可以作为复句关联词引导不同类型的复句,还可以是熟语化表达,拥有较为独立的含义。另外它们在意义与用法上存在交叉和重合,也存在着用“不要说”解释“何况”的情况,使用时往往依靠“语感”,因此是学习者常出错的地方。近些年,随着“汉语热”潮流,学者们越来越关注留学生偏误,并取得了诸多成果,但对“何况”、“不要说”的研究主要沿用两个思路,一是对与其他词构成的复句结构进行研究;二是对“否定副词+说”结构下的一组近义词的辨析。这也形成了对“何况”、“不要说”的研究集中于某一语义特点或某一用法的局面,将它们作为独立的对象进行对比研究则相对缺乏。因此,本文从语义、句法和语用方面来分析、解释它们,并从对外汉语教学的角度提出相应的教学策略。本文的主体部分先介绍了选题的缘由及意义、前人的研究状况,并界定了本文的研究对象。其次从语义、句法、语用角度来分析“何况”、“不要说”的异同点,先以“是否存在相对深浅关系”和“出现形式”为标准厘清了“何况”、“不要说”的语义特点,以语义量级和主观性为观察角度分析它们的连接项的语义关系,后从换用情况来分析“何况”、“不要说”的语义区别。再次,以语料库为基础分析“何况”、“不要说”在句子中所处位置,得出位置倾向性规律,以“更”、“了”、“就”为代表分析它们的共现成分。从指明预设、对比强调、劝说建议等角度归纳“何况”、“不要说”的语用功能。最后,根据前文本体研究所得出的结论,提出了教学策略,分别是对比分析教学策略、综合分析教学策略、情景模拟教学策略。结语部分对本文的研究成果做了概括性总结,并指出本文存在的不足。更多还原

【Abstract】 "Hekuang" and "Buyaoshuo" are more widely used words in Chinese.They have various functions.They can be used alone,or they can be the relative conjunctions to guide different types of compound sentences.In addition,these words have something in common in meaning and usage.There are also cases where "Buyaoshuo" is used to explain "Hekuang".Learners often rely on "sense of language ",so they are often the place where learners make mistakes.In recent years,with the trend of "Mandarin fever",scholars have paid more and more attention to the errors of foreign students,and have achieved many results.However,the research on "Hekuang" and "Buyaoshuo" mainly follows two method.The first is study on the structure of compound sentences composed of other words;the second is the analysis of a group of synonyms in the structure of "negative adverb + shuo".This has also formed a situation where the research on "Hekaung" and "Buyaoshuo" focuses on a certain semantic feature or a certain usage,and it is relatively lacking to compare them as independent objects.Therefore,this paper analyzes and interprets them from the perspectives of semantic features,syntactic relation,and pragaram fuction,and proposes corresponding teaching strategies from the perspective of teaching Chinese as a foreign language.The main part of this paper introduces the reason and significance of the topic,the research status of the predecessors,and identifies the research object of this paper.It is analyze the similarities and differences between "Hekuang" and "Buyaoshuo" from semantic features,syntactic relation and pragaram fuction.First,clarify the "Hekuang" and "Buyaoshuo" based on the "whether there is a relatively deep relationship" and "form of expression".Analyze the semantic relationship of their connection items from the perspective of semantic magnitude and subjectivity,and then analyze the semantic difference between "Hekaung" and "Buyaoshuo" from the use case.Thirdly,based on the corpus,analyze the position of "Hekaung" and "Buyaoshuo" in the sentence,and then analyze their co-occurrence components with "geng","le",and "jiu" as the representatives.From the perspective of presupposition,comparative emphasis,persuasion and suggestions,summarize the pragmatic functions of "Hekuang" and "Buyaoshuo".Finally,according to the conclusions,teaching strategies are proposed,which are comparative analysis teaching strategy,comprehensive analysis teaching strategy,and scenario simulation teaching strategy.The conclusion part summarizes the research results,and points out the shortcomings of this paper.更多还原