面向?qū)ν鉂h語教學(xué)的憑據(jù)義介詞比較研究.pdf

1、學(xué)位論文獨(dú)創(chuàng)性聲明本人鄭重聲明：所提交的學(xué)位論文是本人在導(dǎo)師指導(dǎo)下進(jìn)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(shí)驗(yàn)、數(shù)據(jù)和有關(guān)材料均是真實(shí)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(jī)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(xiàn)均已在論文中作了聲明并表示了謝意。學(xué)位論文作者簽名：列卸P日期：加廖。石留學(xué)位論文使用授權(quán)聲明研究生在校攻讀學(xué)位期間論文工作的知識產(chǎn)權(quán)單位屬南京師范大學(xué)。學(xué)校有權(quán)保存本學(xué)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(xué)位論文的部分或全部內(nèi)容，可以采用影印、復(fù)印等手段保存、匯編本學(xué)位論文。學(xué)?？梢韵驀矣嘘P(guān)機(jī)關(guān)或機(jī)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(xué)位論文屬于保密論文，密級：么每保密期限為Q年。學(xué)位論文作者簽名：盤d如戶日期：動心∥。留指導(dǎo)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