簡介：分類號一UDC密級一金開一暑哦瀘聲篝’碩士研究生學(xué)位論文漢語母語者俄語多義詞習(xí)得的認(rèn)知研究申請人學(xué)號培養(yǎng)單位學(xué)科專業(yè)研究方向指導(dǎo)教師完成日期韓迪2110723俄語學(xué)院俄語語言文學(xué)心理語言學(xué)賈旭杰教授2014年3月24日黑龍江大學(xué)碩士學(xué)位論文PE3MMETPAH且HUHOHHBLEJIHHFBHCTHKACQHTAETCG，QTOOTHOILLEHHGMEEKLYPA31LAQHBLMH3HAQEHHJIMHMHOF03HAQHBLXCHOBHEPA3YMHL1皿朋H3YQCHHAMHOF03HAQHOCTH，6UNONPRM且TOHEOC03HAHHOE3ALIOMHHAHHETEMHCMCHCE，HCCHE且OBAHHCKOFHHTHBHOHFLHHFBHCTHKHILOKA3BIBAETQTOPA3AHQHBLE3HAQEHH且MHOF03HAQHOCTHHCCYTUECTBYKTBH30JDTLXHH，AHMCLOTXAPAKTEPHCTHKHBHYTPEHHEROCCME話HHOROCXO且CTBA，MEXAYHHMHCYMECTBYCT60AEEHJIHMEHEEB3ATTMHOCOTHOIIIEHHEH360ABMOROKOJIHQCCTBA3HAQEHRI螽HMCETA皿EPHOE3HAQEHHEHOCTAJLBHBLEHPOL13BO／1HBLE3HAQEHH，LB3AMMO皿E話CTBYL0TC且CHOMOLUBLOMETAQBOPM，METOHHMHHHNPYRHXCNOC060BHCCNEAOBAHNEOTHOIIIEHHJIMEX皿Y9THMH3HAQEHHQML4HOMOFAETYLIALLLHMC，INTOPORO13BLKAB30NOHHMAHHHMHOF03HAQHBLXCJTOBB且AHHO面2IRLCCEPTAUNNHAOCHOBETEOPRMKORHHTL4BHO訝JIHHFBHCTHKHBBL6NPAMTCACTY衛(wèi)TEHTBLHHCTHTYTAPYCCKOROJ13BLKA，HOCHTCBHKHTA螽CKORO93MKABKAQECTBE06“BELCRAHCCJLE皿OBAHH且PA3PA60TXA丑OKA3UBAET’QTOTEOPN且KOFHHTHBHOHJIHHFBHCTHKHB3IAMHOF03HAQHOCTHPYCCXORO93BLKAHRPAETAKTRINHYIOPOZSKAKBKPATKOBPEMEHHO話，TAKHB且OⅡROBPEMEHHO話IIAMFLTHHCXO朋H33TOIOB。PA60TEAHAJIN3HPYETCⅡ，KAKMEXAHH3MBLQEⅡOBEQECKO話IIAMJITH皿E訝CTBY研HARIHQBOPMATTMLJIEKCHKH，ONPERENAMTCA中AKROPU，BYLH，IIOMHEHA06YQEHNEMHOF03HAQHOCTHPYCCKROIO且3BLKABKMTAHCKOHAY皿HTOPHHBCOOTBETCTBHHCMEHTAYLBTIOI諸PENPE3EHTAUNNMHOF03HAQHOCTHPYCCKORO丑3BIKAKⅡIOQEBBIECJLOBAMHOR03HAIIHOCTB；LCORHHTHBHA丑MO／1CJLB；ⅡAM丑TB；HCHXHQECKOENPEACTABNEHNE；KOHTEKCT

簡介：廈門大學(xué)碩士學(xué)位論文留學(xué)生漢語口語交際策略調(diào)查研究姓名宋婧婧申請學(xué)位級別碩士專業(yè)語言學(xué)及應(yīng)用語言學(xué)指導(dǎo)教師盧偉20060501ABSTRACTCOMMUNICATIVECOMPETENCEHASALWAYSBEENAMAJORFOCUSINTHEFIELDOFTEACHINGCHINESEASAFOREIGNLANGUAGETCFLSINCETHELASTDECADE．COMMUNICATIVECOMPETENCEISCOMPOSEDOFGRAMMATICAL，DISCOURSAL，SOCIOLINGUISTICANDSTRATEGICCOMPETENCE．AMONGTHEM，HOWEVER,THECOMMUNICATIONSTRATEGIESCSSHAVENOTRECEIVEDMUCHATTENTION．111ESTUDYOFCSBYL2SPEAKERSDATESBACKTOSELINKER’SWORKONINTERLANGUAGEIN1972．HEACCOUNTEDFORCSSASABYPRODUCTOFTHEATTEMPTOFTHELEARNERTOEXPRESSHISMEANINGINSPONTANEOUSSPEECHWITHANINADEQUATEGRASPOFTHETARGETLANGUAGESYSTEM．CSSAREDIFFERENTFROMTHESOCIALSTRATEGIESINCROSSCULTURECOMMUNICATION,ANDTHESTRATEGIESOFSPEECHACTREALIZATIONINPRAGMATICS．ALTHOUGHTHESTUDYOFCSSBEGANOVER30YEARSAGO，STUDIESFROMTHEPERSPECTIVEOFTCFLSEEMTOBELACKING．FORTHATPURPOSE，THISRESEARCHTRIESTOMAKEATHEORETICALANDPEDAGOGICALSTUDYINTHISAREA．FIRSTLY,THESTUDYREVIEWSTHETHEORETICALLITERATUREOFCSS，ANDDWELLSONITSTHEORETICALFRAMEWORK，INCLUDINGTHEDEFINITIONS，VARIOUSCLASSIFICATIONS，RELATIONSHIPWITHOTHERCONCEPTS．CHARACTERIZESANDTHECONTEXTUALMARKERS．SECONDLY,ITMAKESAQUANTITATIVESTUDYOFTHEUSEOFCSSONTHEBASISOFTHEDATATAKENFROMQUESTIONNAIRESDONEBYMORETHAN200STUDENTSLEARNINGCHINESEASAFOREIGNLANGUAGEINTHEOVERSEASEDUCATIONCOLLEGEOFXIAMENUNIVERSITY,ANDFROMTASKBASEDORALDESCRIPTIONSOFPICTURESOFOBJECTSGIVENBY40FILIPINOSTUDENTSOFCHINESEORIGIN．BASEDONTHERESULTSOFAQUANTITATIVEANALYSISOFTHEQUESTIONNAIRESANDORALWORK，THESTUDYSHOWSTHATLEARNERSWITHDIFFERENTLANGUAGEPROFICIENCYLEVELSEMPLOYDIFFERENTKINDSOFCSS，ANDPERFORMDIFFERENTLYINSPEAKINGPARTLYDUETOTHEIREMPLOYMENTOFCSS．INADDITION，ITREVEALSTHATTHEUSEOFCSSCANBEINFLUENCEDBYSUCHFACTORSASTHELANGUAGESORDIALECTSUSEDTOCOMMUNICATE、ⅣIMFAMILYMEMBERS．THEAGEANDGENDEROFTHELEARNERS，ANDTHEREISALSOASIGNIFICANTHIGHCORRELATIONBETWEENTHEUSEOFCSSANDTHEEFFECTIVENESSOFORALPRODUCTION．LASTLY,THESEFINDINGSSTRONGLYSUPPORTTHATLEARNERS’ORALCOMMUNICATIVECOMPETENCECOULDPROBABLYBEINCREASEDBYDEVELOPINGTHEIRCSS．THESTUDYALSOPROVIDESSOMESUGGESTIONSTOTHETRAININGOFCSSINTCFL．KEYWORDSCOMMUNICATIONSTRATEGIES；TCFL；TRAININGOFCOMMUNICATIONSTRATEGIES

簡介：華中科技大學(xué)碩士學(xué)位論文面向?qū)ν鉂h語教學(xué)的介詞研究“對”“對于”“向”“關(guān)于”姓名郭敏申請學(xué)位級別碩士專業(yè)語言學(xué)及應(yīng)用語言學(xué)指導(dǎo)教師董為光20060501華中科技大學(xué)碩士學(xué)位論文ABSTRACTTHEABSTRACTGRAMMATICALMEANINGFLEXIBLEUSAGESOFPREPOSITIONSMAKEITADIFFICULTPOINTINTEACHINGCHINESEASASECONDLANGUAGEAMONGTHEMTHESEFOURPREPOSITIONSOF“DUIDUIYUGUANYUXIANG”AREVERYDIFFICULTFFEIGNSTUDENTSBECAUSETHEYHAVESIMILARDIFFERENTUSAGESITISVERYDIFFICULTTOMASTERALLTHEUSAGESOFTHEMFURTHERMETHECURRENTRESEARCHESINTHISFIELDARERELATIVELYSCARCELACKOFSYSTEMATICNESSCOHERENCEWHICHSTIMULATESUSTODOSOMEFURTHERSTUDIESONPREVIOUSRESEARCHFINDINGSWEDISCUSSEDTHEGRAMMATICALMEANINGSOFTHEFOURPREPOSITIONSTHROUGHTHESTUDYINGOFTHEVERBSAFTERTHEM“DUI”MEANS“FACING”“TREATING”“AIMING”“CONCERNING”，“DUIYU”MEANS“TREATING”“AIMING”“CONCERNING”“GUANYU”MEANS“CONCERNING”ETCEACHLEXICOLOGYOFTHEPREPOSITIONSHASCONNECTIONWITHTHEOTHERSTHOUGHTHEYHAVECOMPLICATEDGRAMMATICALMEANINGSSOWEDISCUSSTHEGRAMMATICALMEANINGSOF“DUI”“XIANG”FROMTHEPERSPECTIVESOFCOGNITIVELINGUISTICSFINDTHECONNECTIONSINDERTOHELPTHEOVERSEASSTUDENTSUNDERSTTHEUSAGESOFPREPOSITIONSWEANALYZEDTHESEPREPOSITIONSFROMSYNTAXSEMANTICSPRAGMATICSETCACCDINGTOOURERRANALYSISBYSECONDLANGUAGELEARNERSWEGROUPEDTHOSEERRSENTENCESINTOFOURTYPESSEMANTICWDDERREDUNDANCYABSENCETOFINDASOLUTIONTOSOMEPROBLEMSINOURTEACHINGMATERIALSTEACHINGMETHODWEADVISEASTAGETEACHINGWHICHFITSTHERELATIONSHIPBETWEENTHEMEANINGSOFPREPOSITIONKEYWDSPREPOSITIONGRAMMATICALMEANINGSDISCRIMINATIONERRANALYSIS

簡介：點(diǎn)擊查看更多韓國漢語中級學(xué)習(xí)者委婉語教學(xué)研究——以釜山外國語高中為例.pdf精彩內(nèi)容。

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簡介：分類號密級單位代碼10422學(xué)號如心0牙作功菜六了碩士學(xué)位論文SHANDONGUNIVERSITYMASTER’5THESIS論文題目神淞劫詞R、板飾‘襯和育葉、司巍毒汽’杏，礴關(guān)云補(bǔ)助動，習(xí)’、沫居麟東襯私心漢毒朱達(dá)毛戈者赴舔肴業(yè)日、殆休纂之落師季金落知陋夜作專導(dǎo)今柞曰11不目卜，丁，卜夕年斗月‘日山東大學(xué)碩士學(xué)位論文絕組里里里里里里里里里里里里里里522「下扎乙J因翻款可能性刃衷七的466主七必4861衷七的4862今俊刃裸題50付綠51參考文獻(xiàn)52扔七力虧含55

簡介：中國海洋大學(xué)碩士學(xué)位論文英漢語言中經(jīng)濟(jì)是生物體隱喻的認(rèn)知對比研究姓名張?zhí)熳松暾垖W(xué)位級別碩士專業(yè)外國語言學(xué)及應(yīng)用語言學(xué)指導(dǎo)教師常宗林20080601喻發(fā)揮了重要的作用。因此，它將進(jìn)一步驗(yàn)證隱喻的現(xiàn)代認(rèn)知理論，尤其是從漢語的角度提供新的證明。同時，理解隱喻的重要性可促使我們將其廣泛應(yīng)用于英語教學(xué)，而非僅限于經(jīng)濟(jì)類文體。關(guān)鍵詞漢語；英語；認(rèn)知語言學(xué)；經(jīng)濟(jì)；隱喻；生物體

簡介：IYLL1／／3ILL／12LT／19II／／19T19／LLLL9ILLT4I／／TLLY3299994分類號中研鬣火蓐士學(xué)位論文密級編號盔釜壑堂壘迅堡鱟墅塹簽焦塑瞳墨塑查學(xué)位申請人姓名萬晶晶申請學(xué)位學(xué)生類別全塑堂塑申請學(xué)位學(xué)科專業(yè)塑遂璺墮熬直指導(dǎo)教師姓名塑壹塑熬拯瑤干須■T副INVESTIGATINGTHEUSEOFTHECHINESELEARNINGSOFTWARETOOPTIMIZETHEDEVELOPMENTOFINTERNATIONALCHINESEEDUCATION么砌ES括SUBMITTEDINPARTIALFULFILLMENTOFTHEREQUIREMENTFORTHEMASTERDEGREEINMTCSOLBYWANJINGJINGPOSTGRADUATEPROGRAMLANGUAGEINSTITUTECENTRALCHINANORMALUNIVERSITYSUPERVISORXIEXIAOMINGACADEMICTITLEPROFESSORSIGNATUREAPPROVEDMAY2017

簡介：圓上驂腳范大誓碩士學(xué)位論文論文題目基于任務(wù)型教學(xué)法的對外漢語課外作業(yè)研究以上師大預(yù)科教育為例學(xué)院對外漢語學(xué)院專業(yè)漢語國際教育研究生姓名鄭云蕾指導(dǎo)教師張巍副教授研究方向漢語國際教育完成日期2017年5月SUBJECTHOMEWORKSTUDYOFTEACHINGCHINESEASAFOREIGNLANGUAGEONTHETASKBASEDTEACHINGMETHODUNDERTHERESEARCHOFSHANGHAINORMALUNIVERSITYPREPARATORYEDUCATIONMAJORTEACHINGCHINESETOSPEAKERSOFOTHERLANGUAGESCANDIDATEZHENGYUNLEITHESISSUPERVISORASSOCIATEPROFESSORZHANGWEITYPEOFTHESISAPPLICATIONRESEARCHABSTRACTWETHINKHOMEWORKLINKINTEACHINGCHINESEASAFOREIGNLANGUAGEISSTILLLACKOFENOUGHATTENTION，TEACHINGMETHODSCONSTANTLYUPGRADING，BUTITSINFLUENCEINTHELINKOFHOMEWORKISLITTLE，THISARTICLEHOPESTOTASKBASEDTEACHINGMETHODISAPPLIEDTOOPERATIONLINK，TOHOMEWORKLINKMAYPUTFORWARDAKINDOFCHANGETHISPAPER，TAKINGSHANGHAINORMALUNIVERSITYPREPARATORYWORKOFTHECOLLEGEASTHERESEARCHOBJECT，ANDHOPETHATTHROUGHTHESTUDYOFPREPARATORYSCHOOLHOMEWORKANALYSIS，F(xiàn)INDOUTTHEANGLEOFITSIMPROVEMENT，ANDBEHELPFULTOTHEPREPARATORYSCHOOLASSIGNMENTSLINKTHISARTICLEISDIVIDEDINTOFIVECHAPTERS，THEFIRSTCHAPTERISINTRODUCTION，MAINLYELABORATEDINTHISPAPER，THERESEARCHBACKGROUND，RESEARCHSIGNIFICANCE，ASWELLASINTERMSOFRELEVANTRESEARCHRESULTSATHOMEANDABROADANDSOONTHESECONDCHAPTERMAINLYEXPOUNDSTHEORIGIN，DEVELOPMENTANDSTATUSQUOOFTHETASKBASEDTEACHINGMETHOD，ANDTHEAPPLICATIONOFTASKBASEDTEACHINGMETHODINTHEDOMESTICTEXTBOOKSANDHOPETHATTHROUGHTHEPRESENTSITUATIONOFTHEAPPLICATIONOFTASKBASEDTEACHINGMETHODTOEXPLORETHETASKBASEDTEACHINGMETHODINTHEAPPLICATIONOFPREPARATORYSCHOOLOFSHANGHAINORMALUNIVERSITYTHETHIRDCHAPTERTHROUGHQUESTIONNAIRESURVEYANDINTERVIEWSTOUNDERSTANDTHECURRENTSTATUSOFSHANGHAINORMALUNIVERSITYPREPARATORYSCHOOLHOMEWORK，THROUGHQUESTIONNAIRETOUNDEMTANDTHESTUDENTTOTHEOPERATIONIDEA，THROUGHINTERVIEWSTOUNDERSTANDTHETEACHERVIEWSONHOMEWORK，UNDERSTANDSTUDENTSANDTEACHERSVIEWON

簡介：4英語ⅢIIIIIIIIIIIUIIIIIIIIILY1827785獨(dú)創(chuàng)聲明本人聲明所呈交的學(xué)位論文是本人在導(dǎo)師指導(dǎo)下進(jìn)行的研究工作及取得的研究成果。據(jù)我所知，除了文中特別加以標(biāo)注和致謝的地方外，論文中不包含其他人已經(jīng)發(fā)表或撰寫過的研究成果，也不包含未獲得蕉；翅遺直墓他盂蔓掛基』直蟹的奎攔亙窒2或其他教育機(jī)構(gòu)的學(xué)位或證書使用過的材料。與我一同工作的同志對本研究所做的任何貢獻(xiàn)均己在論文中作了明確的說明并表示謝意。竺三盛遜竺竺絲三一互翌學(xué)位論文版權(quán)使用授權(quán)書本學(xué)位論文作者完全了解學(xué)校有關(guān)保留、使用學(xué)位論文的規(guī)定，并同意以下事項(xiàng)1、學(xué)校有權(quán)保留并向國家有關(guān)部門或機(jī)構(gòu)送交論文的復(fù)印件和磁盤，允許論文被查閱和借閱。2、學(xué)校可以將學(xué)位論文的全部或部分內(nèi)容編入有關(guān)數(shù)據(jù)庫進(jìn)行檢索，可以采用影印、縮印或掃描等復(fù)制手段保存、匯編學(xué)位論文。同時授權(quán)清華大學(xué)“中國學(xué)術(shù)期刊光盤版電子雜志社”用于出版和編入CNKI中國知識資源總庫，授權(quán)中國科學(xué)技術(shù)信息研究所將本學(xué)位論文收錄到中國學(xué)位論文全文數(shù)據(jù)庫。保密的學(xué)位論文在解密后適用本授權(quán)書學(xué)位論文作者簽名簽字日期易引汐年鄉(xiāng)月導(dǎo)師簽字簽字日期WRP

簡介：988777⑧研究生學(xué)位論文COGNITIVEAPPROACHTOTHEACQUISITIONOFCHIL3ESEIDIOMS從認(rèn)知角度看漢語成語習(xí)得％“G_童盍呈一∞黼皂_J整塞圭主一目孵＆刪班雌韭國置言堂量應(yīng)匠置言生㈣M塑生生』』L且靴舯舊幽生生』且中國海洋大學(xué)ACOGNITIVEAPPROACHTOTHEACQUISITIONOFCHINESEIDIOMSABSTRACTIDIOMSARETHEESSEILCEOFLANGUAGEANDTHEFAMILIARIZATIONANDGRASPOFIDIOMSISWIDELYREGARDEDASTHEBASICSTANDARDBYWHICHTHELANGUAGECAPACITYISTESTEDHOWEVERDUETOTHEIRGREATQUANTITYANDTREMENDOUSHARDNESSOFHOWTOUSETHEIDIOMSPROPERLYTHEACQUISITIONOFIDIOMSHASALWAYSBEENABIGPROBLEMCONFRONTINGTHELANGUAGELEARNERSMANYAPPROACHESHAVEBEENMADEBYLINGUISTSTOEXPLORETHENATUREOFIDIOMSASTOFINDABETTERWAYOFLEARNINGTHEMTHETRADITIONALNONCOMPOSITIONALVIEWOFIDIOMSTREATSIDIOMSASARBITRARYANDFIXEDPATTERNOFLANGUAGES，ANDTHEREAREMANYPROBLEMSINHERENTWITHITCOGNITIVELINGUISTICSHOLDSTHATSOMEIDIOMSMAKESENSEBECAUSETHEYAREMOTIVATEDBYCONCEPTUALSUUCTURESTHATEXISTINDEPENDENTLYOFLANGUAGE；ANDIDIOMSREFLECTHUMANCONCEPTUALSYSTEMSANDSELWEASTHEWINDOWONTOPEOPLESCONCEPTUALSTRUCTUREN圯PRESENTDISSERTATIONFOCUSONTHEACQUISITIONOFCHINESEIDIOMSWI也THECONCEPTUALMETAPHORANDIMAGESCHEMATHEORYASITTHEORETICALFOUNDATIONAFARPROFOUNDLYPMBINGTHEFEATURESANDWORKINGMECHANISMOFCONCEPTUALMETAPHORANDDISCUSSINGTHEPROPERTIESANDTRANSFORMATIONOFIMAGESCHEMAS，THEAUTHORSETUPAHIERARCHICALFRAMEWORKWHICHSHOWSHOWCONCEPTUALMETAPHORSANDIMAGESCHEMASAREREALIZEDINTHELINGUISTICEXPRESSIONSTHEAUTHORALSOFOCUSESONTHESEMANTICMOTIVATIONONCHINESEIDIOMSDETAILEDANALYSISOFCHINESEIDIOMSILLUSTRATESHOWTHEEXPERIENCA一GROUNDEDCOGNITIVESNUCTL1RESSCLWEASSEMANTICMOTIVATIONBEHINDTHEIDIOMSINTHESUBSEQUENTCHAPTERASTUDYISCONDUCTEDTOVERIFYWHETHERCOGNITIVEMODELSCONCEPTUALMETAPHORSANDINLAGESCHEMASCANFACILITATETHELEARNINGOFCHINESEIDIOMSWI也THEPOSITIVERESULTOFTHESTUDYTHEAUTHORFORMULATESANEWWAYOFTEACHINGCHINESEIDIOMSBASED011THECOGNITIVEMODELS

簡介：云南師范大學(xué)碩士學(xué)位論文漢語被動句的語用探究姓名王云申請學(xué)位級別碩士專業(yè)語言學(xué)及應(yīng)用語言學(xué)指導(dǎo)教師韋世林20060525云南師范大學(xué)文學(xué)與新聞傳播學(xué)院碩士學(xué)位論文漢語被動句的語用探究ABSTRACTCHINESEPASSIVESENTENCEISAFORMOFSENTENCESTRUCTURE，WHICHEXPRESSESTHESTATETHATTHERECEIVERISPROCESSEDBYALLACTIONOREFFECTORSTATECHANGETHATANACTIONGIVESTHERECEIVERIINTHEPAPERSTHATIFOUND，THERESEARCHOFTHECHINESEPASSIVESENTENCESISASFOLLOWSDISCUSSINGTHEORIGIN，ANALYZINGTHETYPEOFSTRUCTUREANDSEMANTICFEATUREANDSOONBUTTHERESEARCHONPRAGMATICSTHEORYOFCHINESEPASSIVESENTENCESCOMBINEDWITHRELATIVETHEORIESOFPRAGMATICSISNOTSUFFICIENTANDPERFECTPRAGMATICSASABURGEONINGSUBJECTISINTRODUCEDINTOCHINAVERYRAPIDLYONTHEBASISOFTHAT，COMBININGWITHSOMEBASICTHEORIESOFPRAGMATICS，THETHESISANALYZESANDRESEARCHPRAGMAFICSFEATURESANDPRAGMATICSFUNCTIONOFCHINESEPASSIVESENTENCESINTHECOURSEOFEXPLORATIONOFPRAGMATICSOFCHINESEPASSIVESENTENCES，IMAINLYCLASSIFYTHE147ANCIENTCHINESELANGUAGEEXAMPLES，179NEOTERICCHINESELANGUAGEEXAMPLESAND162MODEMCHINESELANGUAGEEXAMPLESFROMANCIENTCHINESELANGUAGEREADING，MODEMCHINESELANGUAGEREADINGAND31PAPERSWHICHRESEARCHONCHINESEPASSIVELANGUAGEAIMINGATSOMEEXAMPLECHOSEFROMEXAMPLESABOVE，IMAINLYUSESSOMEBASICTHEORIESOFTHEPRAGMATICSTOEXPLORETHEDIFFERENTEXPRESSIONTYPESOFCHINESEPASSIVELANGUAGES；EXPLOREPRAGMATICSFEATURESOFCHINESEPASSIVESENTENCESANDDISCUSSPRAGMATICSFUNCTIONOFCHINESEPASSIVESENTENCESINDIFFERENTSTYLESCHAPTERONEINTRODUCESBASICTHEORIESOFPRAGMATICSINBRIEFWHICHAREUSEDINTHECOURSEOFEXPLORINGCHINESEPASSIVESENTENCESADEQUATELY；CHAPTERTWOMAINLYREFLECTSTHEACTUALITYOFCHINESEPASSIVESENTENCESINTHEEYESHOTOFPRAGMATICS，THENPRESENTSTHECUTINPOINTOFTHETHESIS；CHAPTERTHREEMAINLYUSESSOMEBASICTHEORIESOFTHEPRAGMATICSTOEXPLORETHEDIFFERENTEXPRESSIONTYPESOFCHINESEPASSIVELANGUAGES；CHAPTERFOURUSESSOMEBASICTHEORIESOFPRAGMATICSTOANALYZEANDDISCUSSPRAGMATICSFEATURESANDPRAGMATICSFUNCTIONOFCHINESEPASSIVESENTENCES；

簡介：大連理工大學(xué)碩士學(xué)位論文關(guān)于漢語方位詞“上”對應(yīng)的日語表達(dá)姓名鄭艷茹申請學(xué)位級別碩士專業(yè)外國語言學(xué)及應(yīng)用語言學(xué)指導(dǎo)教師杜鳳剛20091201關(guān)丁漢語方位詞“上”對應(yīng)的日語表達(dá)要旨中日而言話I二濁P與島屯¨乃¨乃段位置它方向老表礦單語力；揚(yáng)否。二機(jī)60單裔洼人詹力；奎同及摻世界老忍讖礦石隙不可欠校要秦℃揚(yáng)否。毛乙R、中國希豈日本幫法豈屯I漠字力專使者扎I，、否?？胀幈＠媳碇胸M砉屯、“上、下、前、後、左、右”拴P刃上弓I二、害砉方屯同E℃、意味屯頹似中否單幫力；允惠凡存在L／1，、否。毛機(jī)法中國器愛母器芑中否日本器學(xué)留者匯七OT、日本話留得。診豈OO鞋點(diǎn)℃南否。本簫文℃法使用寸石頻度力S高”中國秸。方位嗣“上”力、島出凳L／、中國語“X上”刃“上一K對慮中否日本話表現(xiàn)老考察L／允?？弯J性老保薤中否允砌、『中日對欹了一／{叉』老利用L／、中國人匯愛藐吝扎L，、否近代。代表作之屯I，、定否『駱駝祥子』七毛乃欹文老尹一夕犬一滅豈L，T、毛。中力、島用例老抽出乙／定?？账藐幈＠媳響B(tài)拴L，、用例髫除外L／、殘。允用例老工夕七，L，℃整理L／、梭襯L允弓克℃分頹L允。日本鼯℃O表現(xiàn)法主匯R弓克、～E上弓、拯力、、乙危、TO尺凡J拴P力名嗣頻、RI二、℃、老、力、6、喪℃J段P④助嗣頹、及摻對慮中否單器力；兄6機(jī)換L，、屯O、二力三OO獯頹K分時島機(jī)否。毛機(jī)乏扎④表現(xiàn)。頻度屯兢吾十K土OT船理L／允。統(tǒng)計(jì)④祜果蘭L／【黻、名翻豈對慮中否七Y于Y滅法全體O14．1％L／力、占幻L，、拯L，、。力、元OT助翻豈對慮中否比率力；力、栓哆高、70．7％屯占彩否。對慮力；兄島扎栓L，、屯。披15．2％易否。中國幫“X上’’刃“上”}對慮中否日本語表現(xiàn)豈毛④頻度老梭雷寸L趕後、FO埸合匯P乃日本話表現(xiàn)豈對慮中否力，、P弓L／T毛扎芒機(jī)。表現(xiàn)豈對慮中否④力、意考察L危。中國幫“X上”文皂毛機(jī)I對慮中否日本器表現(xiàn)老對照L／經(jīng)力；島考察L／龍占二乃、次O之力；明島力、匯敬。允。日本話。表現(xiàn)℃PO名嗣老使用寸否力、法、參照物④形々中國裔方位匍“上”力S表中位囂窩保拈上莎吳拴否言器老使弓人同。空嗣L二對亨丕勰知刃遘L，、豈1，、O之原因力§考完6機(jī)石。日本話④助嗣豈對慮中否埸合、助嗣。送定濁中國幫文“上”逵話④意味E陰掃OI，、否。焦對慮④埸合法“X上”遵器力；文④主藉豈修飾幫老擔(dān)當(dāng)中否七砉I二限6扎L，、否。參照物XO名匍④卜J口性I二屯陰保力；揚(yáng)否。午一羅一F方位嗣；“上’’；日本幫對慮表現(xiàn)；對照研究

簡介：Y1407755學(xué)校代碼L旦2盟分類號避⑧研究生學(xué)號Q2QQ鯪盟密級五東牡知予葒大莩碩士學(xué)位論文APRAGMATICSTUDYOFTHESPEECHACTOFCOMPLAININGINCHINESE漢語抱怨言語行為語用研究作者張荊欣指導(dǎo)教師趙英玲教授學(xué)科專業(yè)英語語言文學(xué)研究方向英語語言學(xué)學(xué)位類型高校教師東北師范大學(xué)學(xué)位評定委員會2008年10月ABSTRACTSINCETHEADVENTOFSPEECHACTTHEORYINTHE1950S，LINGUISTSHAVEDONEAGREATDEALOFRESEARCHONTHESPEECHACTSOFREQUESTS，APOLOGIES，COMPLIMENTS，ANDREFUSALS．THESPEECHACTOFCOMPLAININGISANIMPORTANTRESEARCHSUBJECTOFPRAGMATICS，WHICHISWORTHYTOBERESEARCHEDAMONGSPEECHACTS．WITHTHEDEVELOPMENTOFRESEARCHINTOSPEECHACTS，SOMESCHOLARSHAVEDONESOMEINVESTIGATIONSOFCOMPLAINTS，BUTTHEYDOLITTLEWORKONCHINESECOMPLAINTS．THEREFORE，ITISNECESSARYTOMAKEAFURTHERSTUDYONCOMPLAINTASSPEECHACTINCHINESE．THEPRESENTTHESIS，BASEDONTHESPEECHACTTHEORYANDPOLITENESSPRINCIPLE，ISINTENDEDTODOANEMPIRICALSTUDYONTHESPEECHACTOFCOMPLAINTSINCHINESE．ITAIMSTOFINDOUTHOWTHECOMPLAINTSAREREALIZEDINCHINESE，WHATKINDSOFPRAGMATICSTRATEGIESPEOPLEUSEINCOMPLAINTSREALIZATION，WHATTHERESPONSEPATTERNSOFTHECOMPLAINTSAREANDWHATTHEFUNCTIONSOFTHECOMPLAINTSPERFORMINCHINESEINTHISSTUDY，DATAARECOLLECTEDVIANOTEBOOKAPPROACHANDRESPONSESTOADISCOURSECOMPLETIONQUESTIONNAIREBASEDONTHEFORMOFMODIFIEDDCT．INTHEPROCESSOFDATAANALYSIS，QUALITATIVEMETHODISADOPTEDINTHEPRESENTRESEARCH．THERESEARCHRESULTINDICATESTHATTHEMOSTFREQUENTCOMPLAINTSTRATEGYUSEDBYCHINESEISTHESTRATEGYOFEXPRESSIONOFDISAPPROVALORANNOYANCE．THEFREQUENCIESOFOPTINGOUTANDEXPLICITCOMPLAINTARERELATIVELYHIGH．ASFARASCOMPLAINTRESPONSESARECONCERNED，ITISFOUNDTHATTHEPROPORTIONOFUSINGDISREGARDINGTHECOMPLAINTBECOMESHIGHER嬲COMPLAINTSEVERITYINCREASESINDIRECTCOMPLAINT，WHICHINDICATESTHATMORESEVERECOMPLAINTSCAUSEHARSHERREACTIONSINTHETYPEOFDISREGARDINGTHECOMPLAINTINCHINESE．COMPLAININGCANFUNCTION嬲ACONFLICTTACTICTHATISUSEDTODEMANDREACTIONFROMTHELISTENER．MOREOVER,ITCANBEUSEDASOPENERORSMALLTALKTOBUILDSOLIDARITYAMONGPEOPLE．BASEDONTHEFINDINGS，THISPAPERREINFORCESTHERESEARCHOFCOMPLAININGSPEECHACTANDSUGGESTSSOMEPEDAGOGICALIMPLICATIONSTOFOREIGNLANGUAGETEACHINGANDCROSS。CULTURALCOMMUNICATION．KEYWORDSSPEECHACT；DIRECTCOMPLAINT；INDIRECTCOMPLAINT；RESPONSE；INTERPERSONALFUNCTION

簡介：山東大學(xué)博士學(xué)位論文元明時期漢語代詞研究姓名王永超申請學(xué)位級別博士專業(yè)漢語言文字學(xué)指導(dǎo)教師馮春田20090418山東大學(xué)博士學(xué)位論文中稱代該人、在直接引語中稱代說話者自己等特殊用法。第二人稱代詞包括“你、您恁、爾、伊“等，表單數(shù)意義時，主要用“你”，“您、恁’’少見；“你“的句法功能全面，“恁”表單數(shù)則均作定語，“您”與“恁“相比，文獻(xiàn)分布廣泛，句法功能也比較全面。第三人稱代詞主要是“他它、伊”等；“他”是此期最重要的第三人稱代詞。三身代詞單獨(dú)使用時，都既可表單數(shù)意義，也可表復(fù)數(shù)意義。可見，在表示數(shù)范疇時，元明時期漢語中的表達(dá)方式是復(fù)雜多樣的。反身代詞“自、己、自己、自家”等；這些詞項(xiàng)在元明時期漢語文獻(xiàn)中分布差異較大，“自”普遍見于各種文獻(xiàn)；“己”基本上只用于跟其他語言單位組合成凝固的語言形式中；“自家’’反身代詞用法之外另有用如第一人稱代詞的例子，但沒有檢到其他文獻(xiàn)中常見的用如第一人稱包括式“咱“的例子；同“自家“相比，“自己”全部用為反身代詞。旁稱代詞“他他家、“他它人、旁人、別人”等形式中，“別人’’是最常見的旁稱代詞，其他形式都較少見。統(tǒng)稱代詞“大家”幾種基礎(chǔ)語料中都可以見到用例。其他人稱代詞則多是古代或近代漢語早期產(chǎn)生、存留下的“吾、朕、爾、汝、之、其、彼“等詞項(xiàng)。雖然嚴(yán)格來說并不應(yīng)將它們歸入元明時期漢語代詞系統(tǒng)之中，但是，鑒于它們往往出現(xiàn)于特殊的語言環(huán)境、或多或少發(fā)揮著特殊的語用功能，本文對其進(jìn)行了必要的討論。具體來說，第一人稱代詞“吾”的使用情況有如下幾點(diǎn)值得注意首先是意在仿古，其次是有跟其他單音節(jié)稱謂詞組合成熟語的傾向，最后，在戲劇作品中，劇中首次出場的“神靈”自報(bào)家門時使用，形成一種陌生感的語言形式，營造莊嚴(yán)、凝重的氛圍?！半蕖盎实圩苑Q，用法如古漢語?！芭摇?，元刊中不見，所見用例僅出現(xiàn)在南戲元小孫屠與雜劇明團(tuán)圓夢中，均為女子自稱?！版怼耙部梢运闶且粋€特殊的自稱詞，它的構(gòu)成應(yīng)該是由已經(jīng)用于自稱之后的“妾“與另一特殊第一人稱代詞“身”組合，而其所以能用于自稱也是由其“有罪女子”的源義決定的，“妾身”從來都是用于女子自指。第二人稱代詞還存留有“爾、汝、伊”等，元刊中基本不見“爾”，元中僅在宣和遺事中使用，明中以遇恩錄中所見較多，反映出的可能是洪武皇帝的個人言語習(xí)慣；“汝”各種語料中都不多，要么刻意仿古或征引古籍，要么用來協(xié)韻；“伊”用作第二人稱代詞不全是為了協(xié)韻，散文化的句子里也有。語言接觸給本時期漢語代詞系統(tǒng)造成了較大影響，復(fù)數(shù)詞尾“們“在本期發(fā)展出很多不同于漢語傳統(tǒng)表達(dá)方式的功能，如“數(shù)量詞修飾N們“、2