面向?qū)ν鉂h語教學的憑據(jù)義介詞比較研究.pdf

1、學位論文獨創(chuàng)性聲明本人鄭重聲明：所提交的學位論文是本人在導師指導下進行的研究工作和取得的研究成果。本論文中除引文外，所有實驗、數(shù)據(jù)和有關材料均是真實的。本論文中除引文和致謝的內(nèi)容外，不包含其他人或其它機構(gòu)已經(jīng)發(fā)表或撰寫過的研究成果。其他同志對本研究所做的貢獻均已在論文中作了聲明并表示了謝意。學位論文作者簽名：列卸P日期：加廖。石留學位論文使用授權(quán)聲明研究生在校攻讀學位期間論文工作的知識產(chǎn)權(quán)單位屬南京師范大學。學校有權(quán)保存本學位論文的電子

2、和紙質(zhì)文檔，可以借閱或上網(wǎng)公布本學位論文的部分或全部內(nèi)容，可以采用影印、復印等手段保存、匯編本學位論文。學校可以向國家有關機關或機構(gòu)送交論文的電子和紙質(zhì)文檔，允許論文被查閱和借閱。(保密論文在解密后遵守此規(guī)定)保密論文注釋：本學位論文屬于保密論文，密級：么每保密期限為Q年。學位論文作者簽名：盤d如戶日期：動心∥。留指導教師簽名：日期：新撕L／^、7。岱、善、黟AbstractAbstractTheevidenceprepositioni

3、nModemChineseISakindoffunctionwordthatIntroduceobjectasstandard，basis，premiseorgroundsinasentenceThisthesisdivides“an，anzhaozhao，genju，』“，yi，ping”thesesevenevidenceprepositionsintothreegroups：“anzhao”group，‘genju”groupan

4、d‘pingiie”group，contraststhesimilaritiesanddifferencesofeverygroupsOffsyntacticfunction，prepositionframe，prepositionalobjects‘semanticclassesandrhythmfeatures，etcOnthisbasis，thethesispresentsinvestigationoftheacquisition

5、ofthesevenevidenceprepositionsbymiddleandseniorChineselearnersOntheverybeginningofthispaperitpaysfirstconcemtothesevenevidenceprepositions’grammarfeature：oncollocationfunction，“an，anzhao，zhao，genju，juyiping”cancollocatew

6、ithnounsandsubjectpredicatephrase；“ananzhaozhaogenjujupjng”cancollocatewithverbsdirectly；onprepositionalphrases，“an，anzhaozhao，genju，juyi”canmakeprepositionframeswithverbs“knn，shuo／laishuoandSOon”“ju”hasthemostverbstomak

7、eprepositionframesAlltheprepositionalphrasesofevidenceprepositionCanbeadverbialmodifierWhen“anzhao’’and‘genju’’prepositionalphrasesarein“de”framework，theycanbeattributes；“all，anzhaogenjuping”prepositionalphrasesCanbepred

8、icatesThenthethesisstudiesthesemanticevolution，dividesalltheprepositionalobjectsintonominalandpredicationtwocategories，makesadetailedclassificationofeverykindsofevidenceprepositionsonsemanticfeaturesMeanwhile，itmakesacom

9、parativeanalysisaboutthesemantic，rhythmandthenumberofprepositionalobjectsAndthenthethesisstudiesforeignstudents。acquisitionofthesevenevidenceprepositionsbasedoninterlanguagecorpusAttheintermediatephase，‘“anzhao”and‘弦”hav

10、ethehighesterrorrate，attheseniorphase，“all”and‘genju”havethehighesterrorrate，theerrorrateof“ping”isdistincthigherinintermediatephasethaninseniorphaseThethesisexplainsthereasonsofthedifferencefromeachevidencepreposition’s

11、emantic，usageandacquisitionorderAtlast，thethesisSUlTIInarizesthecharacteristicsofaddition，misinformation，omissionandmisorder，thenmakescomparativeanalysisfromdiachronicandsynchronictwoaspectsThethesisexplainsthereasonsoff

12、oreignstudents’errorsfromtransference，learningstrategyandlearningenvironmentBasedontheseconclusionssomesuggestionsabouttextbooksandclassteachingaregivenKeywords：evidencepreposition；comparativeanalysis；erroranalysis；teach