【作者】 李蕾；

【导师】 彭建国；

【作者基本信息】 湖南大学 ， 汉语国际教育， 2021， 硕士

【摘要】 本文主要是从结构、功能、文化出发研究与“吃”“喝”相关的语块。其中结构、功能、文化的定义主要是采取了刘珣先生的观点。首先从“吃”“喝”的共现词入手,对这些词分布的情况进行归纳总结。我们发现“吃”“喝”的右邻词较左邻词而言,类型更加丰富、更具有规律性。右邻词中以食物居多且多为“吃”“喝”的受事。这一特点与“吃”“喝”的基本含义是分不开的。“吃”“喝”与其右邻词的搭配无论是宾语还是补语类型都非常丰富。通过研究我们还发现“吃”“喝”的左邻词和右邻词会有一部分的词语是重合的,食物类的词语表现得尤为明显。这主要是因为汉语缺乏形态变化,其语法意义和语法关系主要通过语序和虚词表示出来。功能方面主要是从语义和语用入手。对“吃”“喝”的义项进行了详细的分析与总结,归纳出“吃”与“喝”的区别。“吃”与“喝”最大的区别在于他们是否能够带固态的食物做受事宾语。在这两个词混用的情况中,是与说这句话的人的心理预期有关系的。如:“喝粥”说明粥不浓稠,“吃粥”说明粥比较浓稠,需要进行咀嚼。同时“吃”还可以表示对各种佐料的喜好,如“吃醋”“吃酱油”等。本文还针对与“吃”“喝”相关语块中的特殊情况进行了分析、解释。语用方面则对同一词语的不同使用情境进行了细致的分析。例如“吃鸡”“吃不了兜着走”“吃醋”“吃软饭”“吃豆腐”“吃亏”等。这些词语使用在不同的情境中含义是不同的。而且这些词语使用起来比较复杂,所以外国学生使用的时候常会存在一些偏误。因此本文就这些特别词语的使用情景进行了细致的分析与解读,以便学生能正确地使用这些词语。文化方面则是先从大的方面入手讨论中国的饮食文化,包括中国传统的饮食文化习俗、就餐的礼节等。然后就与“吃”“喝”相关的语块中的文化现象进行分析。例如“吃货”“吃人嘴软”“吃鸡”等。每一个词语的结构、功能、文化是紧密相连的。我们只有从这三个方面入手,才能帮助学生更好地理解这些词语、才能够更好地运用这些词语。之所以产生饮食方面的误解,是因为价值观、地域的不同,而且很多人又多少存在民族中心主义的思想。最后一部分结合笔者在韩国的教学经历,以及前文从结构、功能和文化三个方面的偏误分析,来进行不同阶段的汉语教学实践探究,并设计了将为详细的教案。更多还原

【Abstract】 This paper mainly studies the teaching research of "eating" and "drinking" from the combination of structure,function and culture.Among them,the definition of structure,function and culture is mainly based on Mr.Liu.First,starting with the co-occurrence of "eating" and "drinking",the distribution of these words is summarized.We found that the right neighbor words of "eating" and "drinking" are more abundant and regular than the left neighbors.In the words of the right neighbor,food is the main and the most important thing is "eating" and "drinking".This characteristic and "eat" and "drink" basic meaning is inseparable.The collocation of "eat" and "drink" with its right neighbor words is very rich in both object and complement type.Through the study,we also found that some words of "eat" and "drink" will be coincident with the words of the right neighbor,especially the words of food.This is mainly because of the lack of morphological changes in Chinese,and its grammatical meaning and grammatical relations are mainly expressed by word order and function words.The function is mainly from the semantic and pragmatic aspects.The article analyzes and summarizes the meaning of "eating" and "drinking",and concludes the difference between "eating" and "drinking".The biggest difference between "eating" and "drinking" is whether they can take solid food as the object of the reception.In the case of the mixture of the two words,it is also related to the psychological expectation of the person who said the sentence.For example: "drinking porridge" means that porridge is not thick,and "eating porridge" indicates that porridge is thick and needs to be chewed.At the same time,"eat" can also express the preference for various seasonings.At the same time,this paper also analyzes and explains the special situation in the relevant chunks of "eating" and "drinking".Pragmatic aspect makes a detailed analysis of the different usage situations of the same word.For example,"eat chicken","can not go for a walk","vinegar","eat tofu","suffer losses" and so on.These words have different meanings in different situations.These words are used more complex,so foreign students often use some errors.Therefore,this paper makes a detailed analysis and interpretation of the use of these special words so that students can use them correctly.In the cultural aspect,we first discuss the Chinese food culture from the big aspect,including the traditional Chinese food culture and customs,and the etiquette of eating.Then,the paper analyzes the cultural phenomena in the chunks related to "eating" and "drinking".For example,"eat goods","eat people mouth soft","eat chicken" and so on.The structure,function and culture of each word are closely linked.Only by starting from these three aspects can we help students better understand these words and use them better.The reason why the misunderstanding of diet is due to the difference of values and regions,and many people have the idea of national centralism.The last part analyzes the errors of students in using Chinese,which is based on the author’s teaching experience in Korea,as well as the composition corpus of international students in HSK dynamic corpus,global Chinese corpus and intermediary language corpus.The main problems of the society are negative transfer of target language and negative transfer of mother tongue.According to the above situation,the teaching practice is set.更多还原