介詞框架“對(duì)-就-拿……來(lái)說(shuō)”與英語(yǔ)相應(yīng)表達(dá)的對(duì)比分析及習(xí)得研究.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(xiě)過(guò)的研究成果。其他同志對(duì)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：蒙稻Et期：20坎歹IJ學(xué)位論文作者簽名：矢懶期：侈歹|J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(shí)產(chǎn)權(quán)單位屬南京師

2、范大學(xué)。學(xué)校有權(quán)保存本學(xué)位論文的電子和紙質(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?jī)?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?guó)家有關(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)k保密論文注釋?zhuān)罕緦W(xué)位論文屬于保密論文，密級(jí)：墮斂保I密期限為——年。學(xué)位論文作者簽名：買(mǎi)箍日期：別≯。指赫虢卿砣愚日期：001；：r莎)AbstractInthisarticle，firstl

3、ywedescribeandanalyzethefunctionofthepreposition“對(duì)”’就”’拿”O(jiān)nthebasisoftheanalysiswesummarizethemeaningsoftheprepositionframework“對(duì)／就緝[來(lái)說(shuō)“Theprepositionframework“對(duì)來(lái)說(shuō)’’containstwomeanings：’pointofview”and”object”；Thepreposi

4、tionframework”就來(lái)說(shuō)”containstwomeanings：”range”and”comparative”；Theprepositionframework”拿來(lái)說(shuō)”containstwomeanings：”object”and”comparative“WecomparetheirmeaningsandanalyzethedifferencesbetweenthemFromthesyntacticpointofview，t

5、heseprepositionframeworksinChinesemainlyactingasparenthesis，followedbyactingasadverbialinthesentencesandrarelyserveasadverbialandattributiveSecondly，wesummarizeandanalyzethecorrespondingexpressionsofthesethreeChineseprep

6、ositionframeworksintheChineseEnglishparallelcorpusItturnoutstobethattherearemanykindsofcorrespondingexpressionsinEnglishandtheprepositionsandprepositionalphrasearethemostimportantcorrespondingformsThemaincorrespondinglJr

7、epositionformis“to’’and’’for”，themaincorrespondingprepositionalphrasesare：asregards，inthecaseof，inrelationto，intermsof，forexampleandtakeexampleAfterstudywefoundthattherearecrossingmeaningsbetweentheseEnglishexpressionsFi

8、nallywetakethestudyoftheprevioustwochaptersasthetheoreticalbasistodesignthequestionnareandthroughthistoexaminetheacquisitionlevelofthoseEnglishnativespeakerstudentsWegettheassumedacquisitionorderthroughassumptionandgetth

9、eobjectiveacquisitionorderthroughtheresultsofthequestionnareThroughtheanalysisoftheobjectiveacquisitionorderwefoundthattoforeignstudentsthe“對(duì)／就／拿nouns來(lái)說(shuō)”iseasierbeingacquiredthanotherexpressionformsIntheprepositionframew

10、ork”對(duì)來(lái)說(shuō)”，themeaningof“object”islaterlearnedthanthemeaningof“pointofview’’；intheprepositionframework“就來(lái)說(shuō)”，themeaningof“comparative”islaterlearnedthanthemeaningof“range”andintheprepositionframework“拿來(lái)說(shuō)”，themeaningof“compar