簡介：山東大學博士學位論文語法化視角下的現(xiàn)代漢語單音方位詞研究姓名付寧申請學位級別博士專業(yè)語言學及應用語言學指導教師盛玉麒20090416山東大學博士學位論文現(xiàn)出虛詞的特征。三、標記功能的考察。處所標記功能是單音方位詞在處所化的句法操作中表現(xiàn)出來的“中“表現(xiàn)出具有體貌意義的標記功能，語法化程度進一步加深。四、從形態(tài)一一句法角度看，單音方位詞的語法化模式主要表現(xiàn)在兩個方面從實詞到虛詞的語法化以及從詞到詞內(nèi)成分的語法化。從不同層面考察單音方位詞的功能表現(xiàn)，不但可以全面反映單音方位詞的語法功能，還可以揭示單音方位詞功能上的層次性特征。語法的多功能性使單音方位詞表現(xiàn)出特殊的語法屬性。第五章包括兩個方面的內(nèi)容一、從使用頻率、認知因素以及語言內(nèi)部因素三個角度討論現(xiàn)代漢語單音方位詞語法化的動因。高使用頻率是誘發(fā)單音方位詞語法化的條件之一。從語義角度來看，認知因素是促使單音方位詞語義虛化的主要原因。單音方位詞從空間范疇到時間范疇再到性質(zhì)范疇的語義虛化模式體現(xiàn)了隱喻的認知作用。從形態(tài)一一句法角度看，語言內(nèi)部的構(gòu)式也是單音方位詞語法化的主要動因，重新分析使得單音方位詞在形式層面上發(fā)生創(chuàng)新結(jié)構(gòu)。對于單音方位詞語法化動因的考察體現(xiàn)了語言研究方法上從描寫到解釋的原則。二、以語義虛化、后置句法行為、去范疇化以及語音弱化為參數(shù)探討現(xiàn)代漢語單音方位詞語法化程度的判定。本文認為14個單音方位詞的語法化程度是不均衡的，并且提出單音方位詞語法化過程中的句法語義具有相關(guān)性表現(xiàn)，即語義的虛化和功能的分化具有一致性。結(jié)語部分對本文的研究思路及結(jié)論進行總括說明，并指出研究中存在的不足。本文的創(chuàng)新之處主要體現(xiàn)在以下三個方面第一，語法化研究的定位給語言研究提供了一個新視角。以語法化為切入點，從動態(tài)的角度看待共時系統(tǒng)中的變異，進一步探求變異產(chǎn)生的途徑及動因，不但能夠推斷歷時演變，而且能夠使研究更具有前瞻性。本文基于語法化理論探討現(xiàn)代漢語單音方位詞的相關(guān)問題，用發(fā)展的眼光分析單音方位詞在共時層面中的多義、多功能表現(xiàn)，有助于更好地揭示由于語言演變給漢語本體研究帶來的問題。第二，本文運用語料庫語言學方法，通過自建514．2萬字的語料庫，發(fā)現(xiàn)單音方位詞多義、多功能并存的大量用例，進行定量、定性分析。以8

簡介：廣西大學學位論文原創(chuàng)性和使用授權(quán)聲明本人聲明所呈交的論文，是本人在導師的指導下獨立進行研究所取得的研究成果。除己特別加以標注和致謝的地方外，論文不包含任何其他個人或集體已經(jīng)發(fā)表或撰寫的研究成果，也不包含本人或他人為獲得廣西大學或其它單位的學位而使用過的材料。與我一同工作的同事對本論文的研究工作所做的貢獻均己在論文中作了明確說明。本人在導師指導下所完成的學位論文及相關(guān)的職務(wù)作品，知識產(chǎn)權(quán)歸屬廣西大學。本人授權(quán)廣西大學擁有學位論文的部分使用權(quán)，即學校有權(quán)保存并向國家有關(guān)部門或機構(gòu)送交學位論文的復印件和電子版，允許論文被查閱和借閱，可以將學位論文的全部或部分內(nèi)容編入有關(guān)數(shù)據(jù)庫進行檢索和傳播，可以采用影印、縮印或其它復制手段保存、匯編學位論文。本學位論文屬于口保密，在年解密后適用授權(quán)。回不保密。請在以上相應方框內(nèi)打“√”論文作者簽名馬參陪燮簍，唧作者聯(lián)系電話／日期肋F76、乙日期加，7。GZ電子郵箱

簡介：CLASSIFIEDLNDEXU．D．0SOUTHWESTUNIVERSITYOFSCIENCEANDTECHNOLOGYMASTERDEGREEDISSERTATIONTHESTUDYOFIDIOMTRANSIATIONIN．【26．王5OENGISHOHINESELANGUAGEDICTIONARIESGRADECANDIDATEACADEMICDEGREEAPPIIEDFORSPECIAIITYSUPERVISOR2007GUO0IANMASTER’SDEGREEEN6IISHLANGUAGEANDLITERATURECHENCONGMEI，PROFESSORJUNE12．2010西南科技大學碩士研究生學位論文第1頁ABSTRACTTOENGLISHLEARNERS，THEUNDERSTANDINGANDCOMMANDOFENGLISHIDIOMSISONEOFTHEBASICSTANDARDSTOJUDGEANDTESTTHEIRLANGUAGEPROFICIENCYIFONEWANTSTOACHIEVETHEFLUENCYOFANATIVESPEAKER,ITISCRUCIALFORHIMORHERTOACQUIRESUCHKINDOFEXPRESSIONS．BUTTHEREAREALARGENUMBEROFIDIOMSINENGLISHANDTHEIRMEANINGSAREDIFFICULTTOGRASP．THEREFORE，THESTUDYOFENGLISHIDIOMSISALWAYSCONSIDEREDASABIGPROBLEMFORLEARNERS．ENGLISHCHINESELANGUAGEDICTIONARIES’MAINTASKISTOHELPDICTIONARYUSERSUNDERSTANDALLTHECONTENTKNOWLEDGETHATONEENTRYENTAILSANDCULTIVATEUSERS’COMPETENCETOAPPLYENGLISHCORRECTLY,FLUENTLY,ANDAPPROPRIATELYINCROSSCULTURALCOMMUNICATION．PRAGMATICMISTAKESSHOULDBEAVOIDED．THEPRESENTTHESISSELECTSSOMECOMMONIDIOMSFROMTHREEDICTIONARIESNEWAGEENGLISHCHINESEDICTIONARY,THEENGLISHCHINESEDICTIONARY,ANDANEWENGLISHCHINESEDICTIONARY．ONSUCHABASIS，THETHESISFURTHERDISCOVERSSOMEPROBLEMSOFIDIOMTRANSLATIONINCURRENTTHREEECDS，THESEPROBLEMSARESUMMARIZEDAS1．DIFFERENTVERSIONSOFTRANSLATION2．MISINTERPRETATION3．REDUNDANCYANDREPETITION4．DEPRIVATIONOFCULTURALTRMTSTHISTHESISMANAGESTOANALYZETHESTRUCTUREANDMEANINGOFENGLISHIDIOMSFROMTHEPERSPECTIVEOFCONCEPTUALMETAPHORANDTRIESTOFINDREASONSFORTHEPROBLEMSOFIDIOMTRANSLATIONINECDS．THEN，ONTHEBASISOFCOGNITIVEVIEWSONTRANSLATION，ITOFFERSSOMEPROPOSALSABOUTHOWTOIMPROVETHEM．ITWILLBEOFGREATSIGNIFICANCETOIMPROVEACCURACYANDREASONABLENESSOFIDIOMTRANSLATIONINECDS．KEYWORDSENGLISHCHINESELANGUAGEDICTIONARIES，IDIOMTRANSLATION，CONCEPTUALMETAPHOR,COGNITIVEVIEWSONTRANSLATION

簡介：分類號UDC密級壘開暑哦≯產(chǎn)魯碩士研究生學位論文墨西哥高校漢語教學情況研究申請人學號培養(yǎng)單位學科專業(yè)研究方向指導教師完成日期侯穎2130473文學院漢語國際教育漢語國際教育自少輝副教授2017年3月29曰■龍江大學碩士學位論文ABSTRACTINRECENTYEARS，THECHINESELANGUAGETEACHINGINMEXICOHASENTEREDANEWSTAGE，ANDMOREANDMOREMEXICANCOLLEGESANDUNIVERSITIESBEGINTOSETUPCHINESECOURSESATPRESENT，F(xiàn)OUROFTHEFIVECONFUCIUSINSTITUTESINMEXICOHAVECOOPERATIONWITHLOCALCOLLEGESANDUNIVERSITIESINRUNNINGSCHOOLSMEXICANCOLLEGESANDUNIVERSITIESHAVEBECOMEVERYIMPORTANTINTHEPROMOTIONANDDEVELOPMENTOFCHINESETEACHINGCAREERINMEXICODURINGTHERAPIDDEVELOPMENTOFCHINESELANGUAGETEACHING，THEREARESOMEPROBLEMSSINGLECOURSE，BEINGSHORTOFCHINESEBOOKSANDMATERIAL，THELACKOFTEACHERSWHOHAVECHINESEKNOWLEDGEANDALSOCANSPEAKSPANISH，THE“FAULT’’OFSTUDENTANDOTHERISSUESBASEDONTHEWORKEXPERIENCEASACHINESETEACHERINMEXICO，THISTHESISINVESTIGATESTHESITUATIONOFCHINESETEACHINGINMEXICOBYMEANSOFQUESTIONNAIRES、INTERVIEWS、CLASSROOMOBSERVATIONANDRANDOMINTERVIEWS；ANALYZESTHECURRICULUMTHESITUATIONOFTEACHERS，THESITUATIONOFSTUDENTSANDTHECHINESELEARNINGENVIRONMENT；INVIEWOFTHEPROBLEMSOFTHECHINESELANGUAGETEACHINGINMEXICANCOLLEGESANDUNIVERSITIES，PUTSFORWARDTOSUGGESTIONSENRICHTHETYPESOFCOURSES，STRENGTHENCOOPERATIONWITHCHINESEUNIVERSITIESANDLOCALCONFUCIUSINSTITUTES，ANDTHECHINESETEACHERSSHOULDIMPROVETHEIRLEVELOFTEACHINGANDTHEABILITYOFSELECTINGTEACHINGMATERIALSHOPETOPROVIDESOMEREFERENCEANDHELPFORTHETEACHERSWHOWILLENGAGEINTEACHINGCHINESEINMEXICOKEYWORDSCOLLEGESANDUNIVERSITIESINMEXICO；CHINESETEACHING；PRESENTSITUATION；RESEARCH

簡介：分類號密級爿仰F弓公開單位代碼’學‘號∥戶第辦季SHANDONGUNIVERSITY10422M2015084碩士學位論文THESISFORMASTERDEGREE論文題翻韓國中級階段學生習得漢語能愿動詞偏誤研究，以“能、會～想、要、可以“為例ERRORANALYSISOFTHEACQUISITIONOFCHINESEMODALVERBFORMIDDLEADVANCEDLEVEIOFKOREANLEARNERSINTHECASEOF“能、會、想、要、可以，，作，者姓名培養(yǎng)單位專業(yè)名稱指導教師合作導師李瑞倫國際教育學院對外漢語黑琨副教授2018年05月30圍原創(chuàng)性聲明本人鄭重聲明所呈交的學位論文，是本人在導師的指導下，獨立進行研究所取得的成果。除文中已經(jīng)注明引用的內(nèi)容外，本論文不包含任何其他個人或集體己經(jīng)發(fā)表或撰寫過的科研成果。對本文的研究做出重要貢獻的個人和集體，均已在文中以明確方式標明。本聲明的法律責任由本人承擔。論文作者簽名盔氌堡日期型皇』關(guān)于學位論文使用授權(quán)的聲明本人完全了解山東大學有關(guān)保留、使用學位論文的規(guī)定，同意學校保留或向國家有關(guān)部門或機構(gòu)送交論文的復印件和電子版，允許論文被查閱和借閱；本人授權(quán)山東大學可以將本學位論文的全部或部分內(nèi)容編入有關(guān)數(shù)據(jù)庫進行檢索，可以采用影印、縮印或其他復制手段保存論文和匯編本學位論文。保密論文在解密后應遵守此規(guī)定論文作者簽名塹盔縫導師簽名里幽日期油悖一‘1

簡介：東北師范大學碩士學位論文中小學師生對話中的漢語批評言語行為語用分析姓名曹佳申請學位級別碩士專業(yè)英語語言文學指導教師趙英玲20050501ABSTRACTCRITICISMISONEOFTHEMOSTFREQUENTLYPERFORMEDSPEECHACTSINOURDAILYFIFE，ANDISASIGNIFICANTRESEARCHTOPICOFPRAGMATICSWITHTHEDEVELOPMENTOFPRAGMATICSINRECENTYEARS，THESTUDYCONCERNINGSPEECHACTSHASMADECONSIDERABLEHEADWAYMANYSCHOLARSHAVEMADESYSTEMATICRESEARCHONTHESPEECHACTSOFGREETING，COMPLIMENTING，REQUESTINGANDAPOLOGIZINGBUTTHEREISRELATIVEPAUCITYOFRESEARCHONTHESPEECHACTOFCRITICISMANDUNTILPRESENTTHEREISNESEARCH011THESPEECHACTOFCRITICISMPERFORMEDBYLECTURERSTOSTUDENTSTHEREFORE，THISTHESISISBASEDONTHESPEECHACTTHEORYOFAUSTINANDSEARLEANDTHEPOLITENESSPRINCIPLEPUTFORWARDBYBROWNANDLEVINSONBYCOLLECTINGETLMOGRAPHICDATA，THISTHESISATTEMPTSTOSTUDYHOWCHINESELECTURERSPERFORMTHESPEECHACTOFCRITICISMANDHOWSTUDENTSWILLRESPONDTOITINCERTAINCONDITIONSMOREOVERIALSOMAKEASTUDYONTHEFELICITYCONDITIONSOFCRITICISM，CONTENTSOFCRITICISM，SYNTACTICSTRUCTURES，LINGUISTICCHARACTERISTICSANDPRAGMATICFUNCTIONSOFCRITICISM，WHICHAIMSATGOINGDEEPINTOTHERESEARCHONCHINESESPEECHACTINSHORT，THISSTUDYHASBOTHTHEORETICALANDPRACTICALSIGNIFICANCEINTHECRITICIZINGPROCESS，IFASUITABLEANDCONSTRUCTIVECRITICISMSTRATEGYCOULDBECHOSEN，ITCANNOTONLYSTRENGTHENMUTUALUNDERSTANDINGANDFOSTERHARMONIOUSINTERPERSONALELATIONS，BUTALSOSOLVETHEPROBLEMEFFICIENTLYOTHERWISE，THEPRAGMATICFUNCTIONOFCRITICISMCALL’TBEREA／IZEDANDTHEDESIREDCOMMUNICATIONALRESULTSWON’TBEACHIEYEDTHETHESISFALLSINTOSEVEUPARTSTHEFIRSTPARTISAGENERALINTRODUCTIONITINTRODUCESTHEDEFINITIONANDRANGEOFCRITICISM，ANDTHERESEARCHCONTENTSANDTHESIGNIFICANCEOFTHISSTUDYTHESECONDPARTREVIEWSANDMAKESCOMMENTS0NTHEPREVIOUSSTUDIESBASEDONTHELITERATUREREVJEWWECONCLUDETHATTHEREHASBEENARELATIVEPAUCITYOFRESEARCHONTHESPEECHACTOFCRITICISMMOSTOFTHERESEARCHONCRITICISMHASINVOLVEDCOMPARATIVESTUDYBETWEENENGLISHANDCHINESE，THEPERSPECTIVEINTHISPAPERFOCUSESONCHINESEDATAANDINVOLVESTHECRITICISMFROMLECTURERSTOSTUDENTSANDSTUDENTS’RESPONSESTHETHIRDPARTSELVESASTHETHEORETICALFRAMEWORKOFTHEWHOLETHESISCRITICISMISAKINDOFSPEECHACTTHETHEORYCOULDBETRACEDBACKTOTHESPEECHACTTHEORYOFAUSTIN1962ANDSEARLE1969，】979ANDA／SOTHEINTRINSICCHARACTERISTICSOFCRITICISMISFACETHREATENINGACT，BROWNANDLEVINSON1987THEORIZEPOLITENESSASASTRATEGYFORMITIGATINGTHREATSTOFACEINVERBALINTERACTIONPOSITIVEPOLITENESSSTRATEGYANDNEGATIVEPOLITENESSSTRATEGYARETWOMAINREDRESSIVESTRATEGIESTHEFOURTHPARTPRESENTSTHERESEARCHMETHODANDDATACOLLECTIONMETHODTHERESEARCHMETHODFORTHISSTUDYISDESCRIPTIVERESEARCH，WHICHSHARESCHARACTERISTICSWITHBOTHQUALITATIVEANDEXPERIMENTALRESEARCHDESIGNSANDTHEDATAINTHISPAPERARENATURALLY

簡介：III1／11／ILLLIIII／IIIIIIIIIIIY3306844單位代碼10231學號2015300493黝略幺瞳炻茲上隆巡吵R蕊誓越蒜蕊≥碩士學位論文泰國素叻他尼皇家大學漢語課堂學生問題行為調(diào)查與研究學科專業(yè)‘研究方向作者姓名指導教師漢語國際教育漢語國際教育谷婧玄邵華副教授哈爾濱師范大學二。一七年五月ATHESISSUBMITTEDFORTHEDEGREEOFMASTERINVESTIGATIONANDRESEARCHONSTUDENTS’PROBLEMBEHAVIORSINCHINESECLASSROOMOFTHAILANDSI刀RATTHANIRAJABIL如RUNIVERSITYCANDIDATESUPERVISORSPECIALITYDATEOFDEFERICEDEGREECONFERRINGINSTITUTIONGUJINGXUANASSOCIATEPROFESSORSHAOHUAMASTEROFTEACHINGCHINESETOSPEAKERSOFOTHERLANGUAGESMAY，2017HARBINNORMALUILIVERSITY

簡介：分類號學校代碼密級學號201205080027語義翻譯和交際指導下的漢語記敘散文英譯‘RL‘■，1JSEMANTICLRANSLATTONANCIU0MMUNLCATLVETRANSLATIONINTHETRANSLATIONOFCHINESENARRATIVEPROSESARRATIVEROSES指導教師姓名、職稱士鯊整撞湖南師范大學學位評定委員會辦公室二0一四年六月摘要本文以英國著名翻譯實踐家紐馬克提出的語義翻譯和交際翻譯為指導，重點分析漢語記敘散文英譯。語義翻譯和交際翻譯是語義學和交際學在翻譯領(lǐng)域中的重要應用。本文首先分析語義翻譯和交際翻譯的區(qū)別與聯(lián)系并通過語言的不同功能，闡述了語義翻譯和交際翻譯在不同文本類型中的應用。語義翻譯停留在原語文化，保留原文語言文化特色。只有當譯文讀者對原文內(nèi)涵的理解構(gòu)成障礙時，才進行適當解釋。交際翻譯則要求譯文對譯文讀者所產(chǎn)生的效果盡可能等同于原作對原讀者所產(chǎn)生的效果。其次，基于語義翻譯和交際翻譯在不同文本中的應用，本文在詳細闡述記敘散文的語言特點及漢英記敘散文差異的基礎(chǔ)上分析了語義翻譯和交際翻譯在記敘散文翻譯中的應用。記敘散文以敘述描寫為主，同時綜合使用議論、抒情等多種表現(xiàn)方式，主要發(fā)揮語言的表達功能和傳遞信息功能。運用語義翻譯保留原文語義句法結(jié)構(gòu)，能較好地再現(xiàn)原文情境，保留其美學價值；另一方面，若原文中形象生動的語言通過語義翻譯不能準確傳達作者思想和傳遞信息，則多采用交際翻譯譯出喻義和原文內(nèi)涵，有利于讀者領(lǐng)悟原文信息，達到交際目的。然而，翻譯實踐中應根據(jù)具體語篇，文本類型，讀者知識文化水平等因素選擇恰當方法，盡可能同時發(fā)揮語言的表達和傳遞信息功能，達到較好的翻譯效果。關(guān)鍵詞語義翻譯；交際翻譯；記敘散文

簡介：華東師范大學碩士學位論文在上海的韓國青少年留學生的漢語教育現(xiàn)況姓名樸宣姝申請學位級別碩士專業(yè)語言學及應用語言學指導教師毛世楨20050501ABSTRACTMOREANDMOREKOREANSTUDENTSHAVEBEENSTUDYINGCHINESEINSHANGHAITHESEYEARS，ESPECIALLYTHETEENAGERSTEENAGERSAREVERYDIFFERENTFROMADULTSWHENTHEYLEAMCHINESEASASECONDLANGUAGE。ADULTSWERETHEMAINTARGETSINTEACHINGCHINESEASSECONDLANGUAGEINTHEPAST，SOTHEWAYOFTEACHINGTEENAGERSSHOULDBEDIFFERENTFROMTHEWAYOFTEACHINGADURSBUTFORCHINESESCHOOLSLACKTHEEXPE6ENCEOFTEACHINGTEENAGERS；THEREAREMANYPROBLEMSINTEACHINGANDTAKINGCAREOFTHEMTHISPAPERFOCUSESONTHECURRENTSITUATIONSABOUTTHEKOREANTEENAGERSINSHANGHAIMANYPROBLEMS，SUCHASTEENAGERS’PSYCHOLOGYLIVINGCONDITIONIRCHINACHINESESCHOOLS’MANAGEMENT，TEACHERS’QUALIFICATIONTEXTBOOKSANDSOON，AREDISCOVEREDDURINGTHEINVESTIGATIONOFQUESTIONNAIRETHEPAPERALSOGIVESCOMMENTSTOTKRESULTSOFTHEQUESTIONNAIREANDTHENOFFERSSOMESUGGESTIONSONHOWTOSOLVETHOSEPROBLEMSTHEPURPOSEOFTHEPAPERISTOOFFERHELPTOKOREANEDUCATIONORGANIZATIONSTRYTOATTRACTHEIRATTENTIONTOKNOWTHEREALSITUATIONOFTHETEENAGERSTUDENTSINCHINATHEWRITERALSOHOPETHATCHINESESCHOOLSIMPROVETHEIRMANAGEMENTSANDAPPOINTPROFESSIONALTEACHERSTOTEACHINLFOREIGNERSTUDENTSTHETEXTBOOKSTHATDESIGNEDFORTEENAGERSSHOULDBECOMPILEDKEYWORDKOREANTEENAGERSCURRENTSITUATIONCHINESESTUDY

簡介：山東大學碩士學位論文通過拒絕策略對美語漢語中禮貌的對比研究姓名袁春雨申請學位級別碩士專業(yè)英語語言文學指導教師牛毓梅20040409相關(guān)理論也有所涉及，特別介紹了顧日國1990提出的中國禮貌四準則。與此同時，作者發(fā)現(xiàn)僅僅停留在禮貌層面上并不能對語用拒絕中的所反映出來的差異從本質(zhì)上進行分析，進而文章又深入到文化的層面做進一步的探討。就文化層面而言，中國禮貌準則中的謙虛原則是中國集體主義傳統(tǒng)的體現(xiàn)，而非自我貶低準則則體現(xiàn)了西方個人主義和宣揚個性的文化本質(zhì)。這也是本研究的理論意義。簡言之，把對拒絕策略和對禮貌的研究結(jié)合起來，并深入到社會、文化價，值層面探求其根本原因是本論文的一點創(chuàng)新。。，‘。／論文關(guān)鍵詞禮貌；集體主義；個人主義；拒絕策略

簡介：上海師范大學博士學位論文現(xiàn)代漢語狀態(tài)補語與程度補語研究姓名姜春華申請學位級別博士專業(yè)語言學及應用語言學指導教師范開泰20050401ABSTRACTTHISPAPERAIMSTOCOPEWITHPOSTVERBCOMPLEMENT，AKEYLANGUAGEPOINTINCHINESETEACHINGTOKOREANS,BYMAINLYANALYZINGSTATALCOMPLEMENTANDGRADECOMPLEMENTFROMSYNTACTIC,SEMANTIC,PRAGMATICPERSPECTIVESCOMPARISONSAREMADEBETWEENCHINESEANDKOREANFORTHESAKEOFCHINESETEACHINGTOKOREANSCHAPTERONESTATESTHEPROGRAMTHISPAPERISINTENDEDTOFULFILL,THEREASONW妙THEPROGRAMISCHOSEN,THESIGNIFICANCEOFTHEPROGRAM,THETHEORETICALFOUNDATIONOFPROGRAMANDTHERESEARCHTECHNIQUETHATISEMPLOYEDINTHEPAPERTHEOVERGENERALIZEDGRADECOMPLEMENTISREANALYZEDINTWOGROUPSGRADECOMPLEMENTANDSTATALCOMPLEMENTFURTHERMORE,SMTALCOMPLEMENTISREANALYZEDINTWOGROUPSONEWITH“得”，ANOTHERONEWITH“個”GRADECOMPLEMENTISREANALYZEDINTHREEGROUPSONEWITH“得”，ANOTHERONEWITHOUT“得”，STILLANOTHERONEWITHTHESTRUCTUREOF“ADJECTIVE點/些”CHAPTERTWOANDCHAPTERTWEEDEALWITHSTATALCOMPLEMENTCHAPTERTWOANALYZESTHECONSTITUENTSANDSYNTACTICALRULESOFTHESENTENCESOFSTATALCOMPLEMENTWITH“得，，THESEMANTICREFERENCESANDFUNCTIONSOFSTATALCOMPLEMENT,THEPRAGMATICFEATURESSUCHASTHEOVERTANDCOVERTCORRESPONDENCESBETWEENSTATALCOMPLEMENTANDITSRELATEDSTRUCTURESCHAPTERTHREEANALYZESTHEFEATURESOFTHECOMPLEMENTSTRUCTURESWITH“個”BYCOMPARINGITWITHSTATALCOMPLEMENTSWITH“得”，ANDTHECOLLOQUIALFEATURESOFCOMPLEMENTSTRUCTURESWITH“個”INPRAGMATICS,ANDITSCORRESPONDINGADVERBIALS,PREDICATESANDOBJECTSINKOREANCHAPTERFOUR,CHAPTERFIVE,ANDCHAPTERSIXCOPEWITHGRADECOMPLEMENTCHAPTERFOURANALYZESTHESYNTACTICSTRUCTURESOFGRADECOMPLEMENT,SEMANTICREFERENCESANDTHECAUSEEFFECTRELATIONSHIPBETWEENGRADECOMPLEMENTANDITSPREDICATEDEMONSTRATESTHATSOMEGRADECOMPLEMENTSWITH“得”DEVIATEFROMTHEIRBASICMEANINGSTOMEANHIGHERGRADES,WHICHAREEXPRESSEDINKOREANWITHREPEATEDADVERBSTOMODI勿AFINITEVERBASGRADEADVERBIALSTOEMPHASIZEAHIGHGRADECHAPTERFIVEANALYSESTHEMONOSYLLABLEGRADECOMPLEMENTWITHOUT“得”THESEMONOSYLLABLEGRADECOMPLEMENTSDEVIATEMOREORLESSFROMTHEIRORIGINALMEANINGSTOMEANEXTREMEGRADESTHEYMUSTHAVETHEAUXILIARY“了”ATTHEENDOFTHESENTENCESTHEYAPPEARTHEIRGRAMMATICALPROPERTYISTHATOTHERCONSTITUENTSCANNOTBEADDEDBETWEENPREDICATESANDTHEMSOMEOFTHEMCANAPPEARINTHESENTENCESTRUCTURESWITH“把”AND，’被”，WHICHAREALSOEXPRESSEDINKOREANWITHREPEATEDADVERBSTOMODIFYAFINITEVERBASGRADEADVERBIALSTOEMPHASIZEEXTREMEGRADESANDEXTREMEGAPSINCOMPARISONCHAPTERSIXISCONCERNEDWITHTHE“ADJECTIVE點兒/些”STRUCTURESASCOMPLEMENTSWHICHEXPRESSLOWGRADE,EMPHASIZINGTHATTHESTRUCTUREISANECESSARYCOMPONENTINTHESYSTEMOFGRADECOMPLEMENTFOURSENTENTIALSTRUCTURESAREANALYZED,CLAIMINGTHATTHEADJECTIVEPREDICATESWITHGRADECOMPLEMENTARENECESSARILYNOTQUANTIFIED,ANDTHATTHISKINDOFCOMPLEMENTDEMONSTRATESLOWGRADETHEADJECTIVESINFRONTOF“點兒/些”MAYBEARTHEAUXILIARY“T”，SHOWINGTHATACHANGEHASTAKENPLACETHECOMPLEMENT“點兒/些”CANBEFOLLOWEDBYTHEAUXILIARY“了”，SHOWINGTHATANEW

簡介：學校代號10532學號密級湖南大學碩士學位論文漢語表能力的“會“與日語“℃芒為“的對應一一從搭配的角度考察學位申請人姓名導師姓名及職稱培養(yǎng)單位專業(yè)名稱論文提交日期論文答辯日期答辯委員會主席THECORRESPONDINGOFTHECHINESEWORD’’HUIWHICHMEANSABILITYANDTHEJANPANESEWORD’E巷否’’ANINVERSTIGATIONFROMTHEASPECTOFCOLLACATIONBYTUJIABAHUNANUNIVERSITY2008ATHESISSUBMITTEDINPARTIALSATISFACTION0FTHEREQUIREMENTSFORTHEDEGREEOFMASTEROFARTSJAPANESELINGUISTICSANDLITERATUREINTHEGRADUATESCHOOL0FHUNANUNIVERSITYSUPERVISORPROFESSORZHANGPEIXIAMAY，2011姍8帥刪●舢8刪5㈣∞枷1腳丫

簡介：西北大學碩士學位論文古漢語“然”類后綴研究姓名馬東紅申請學位級別碩士專業(yè)語言學及應用語言學指導教師沈文君20050101古漢語。然’類后綴研究馬東紅摘要在古漢語中，“然”、“如”、“若”、“爾”、“焉”等，常附著在一些實詞之后，構(gòu)成附加式形容詞或副詞，以狀事物或動作情貌。我們將此類后綴稱為“然”類后綴。本文對“然”類后綴進行了考察，試圖較為全面地展示“然”類后綴的生成及演化等情況。全文分為兩個部分。第一部分為“然”類后綴研究概述。通過對前賢相關(guān)研究的系統(tǒng)梳理，客觀地評價了研究成果以及存在的研究不夠深入、系統(tǒng)等局限。從理論上探討了“然”類后綴的語言學地位及其成員的界定。本文選擇的研究對象“然”、“如”、“若”、“爾”、“焉”及“而湎”共6個后綴。本文所研究“然”類后綴的歷史時限是整個古代漢語時期從先秦至清末。第二部分為“然”類后綴具體研究。運用數(shù)量統(tǒng)計、動靜結(jié)合等研究方法，從從語法類別、結(jié)構(gòu)類型、語法功能和形態(tài)類型等方面，對“然”、“如”、“若”、“爾”、“焉”、“而湎”6個后綴進行了具體分析，得出結(jié)論古漢語中，“然”類后綴既參與構(gòu)成了大量的形容詞，也構(gòu)成了不少的副詞；可以與“然”類后綴相結(jié)合的有形容詞、副詞、動詞、名詞及少量的擬聲詞；“然”類后綴參與構(gòu)成的詞語在句中主要作狀語、謂語、定語，少數(shù)情況下作補語或主語，也有特例中作賓語；“然”類后綴參與構(gòu)成的詞語在形態(tài)上主要是加在單音節(jié)和雙音節(jié)重疊形式后面，也有少量加在雙音節(jié)非重疊形式和四音節(jié)重疊形式后面的情況。關(guān)鍵詞古漢語“然”類后綴“然”綴“如”綴“若”綴“爾”綴“焉”綴“而湎”綴

簡介：內(nèi)蒙古大學碩士學位論文古漢語偏義復詞研究姓名柯莉申請學位級別碩士專業(yè)漢語言文字學指導教師道爾吉20050101圭堅墮塑墨重望竺塑一一一THECOMPOUNDWITHTHEMEANINGINCLINEDTOONEWORDSTUDIESINANLENTCHINESEABSTRACTETHECOMPOUNDWITHTHEMEANINGINCLINEDTOONEWORDINANCIENTCHINESE，APARTICULARLEXICALPHENOMENONINCHINESE，ISANIMPORTANTPARTOFCOMPOUNDWORDS，BUTITISCOMPARATIVELYSMALLINQUANTITY．THEWORDTOWHOSEMEANINGINCLINESISASCERTAINEDALWAYSBYCONTEXTANALYSING，HOWEVER,THEOTHERMORPHEME，I．E．THESUPPORTINGMORPHEME，DOESN’THAVEACTUALLEXICALMEANING，BUTHAVETHEFUNCTIONSCONCEMEDWITHSTRUCTUREANDRHETORIC，ANDSOMETIMESEXPRESSINGTHETONEOREXPRESSINGACERTAINFEELING,EVENTHEVAGUECHARACTEROFTHESUPPORTINGMORPHEMEISOFNECESSITYINCONTEXT．JUSTTHEVAGUECHARACTEROFTHECOMPOUNDWITHTHEMEANINGINCLINEDTOONEWORDINEXPRESSINGTHEMEANINGMAKESITFILLEDWITHVITALITY,SOITHASBEENEXISTINGINCHINESEFROMPREQINDYNASTYTOTHEPRESENT．WECARLSAYTHATTHEEXISTENCEOF吐1ECOMPOUNDWITHTHEMEANINGINCLINEDTOONEWORDINANCIENTCHINESEISTHECOINFLUENCINGEFFECTOFTHECHINESEINTHELONGCOURSEOFDEVELOPINGANDEVOLVINGWITHTHECHINESETRADITIONALCULTUREANDTHEHANS’WAYSOFTHINKING．KEYWORDSTHECOMPOUNDWITHTHEMEANINGINCLINEDTOONEWORD，MORPHEME，SYLLABLE，SIGNIFICANCE．

簡介：分類號UDC埸H1大譬YANGZHOUUNIVERSITY學號密級碩士學位論文全日制專業(yè)學位“除”類框式介詞及對外漢語教學陳靈指導教師姓名士亡垂塾撞揚劌盤堂鎏蒸塹劌122三QQ窆選鎣高絲絲重揚劌盤堂姿苤揚劌122至QQ窆申請學位級別論文提交日期學位授予單位學科專業(yè)名稱墊適國墮塑直論文答辯日期2Q12生旦學位授予日期2QZ生魚旦2017年6月02揚州大學碩士學位論文●一’_～ABSTRACT“BESIDES”CATEGOLTFRAMEFORMOFPREPOSITIONCONSISTOFPREPOSITIONLIKE“INADDITIONTO／BESIDES／EXCEPT／BUT／EXCEPT／GETRIDOF’ANDPOSTPOSITIONLIKE“OUTSIDE／BEYOND／OUTSIDE／INSIDEOUT”THEMAINMEANINGOFTHEMIS“EXCEPT”RELATION。THE“BESIDES’’ISUSEDASVERBANDNOUNORIGINALLYASTHEDEVELOPMENTOFIT，THEFONNOF“VERBBESIDESANDVERBNOUN’’APPEAREDDURINGTHEPERIODOFTWOHANDYNASTIESTWOSYLLABLEPREPOSITIONSANDTHENOUN“OUTER”TOGETHERCONSTITUTETHEFLAMECONSTRUCTUREFROMTHEPERSPECTIVEOFSYNTAX“BESIDES”CATEGORYFORMOFPREPOSITIONCANNOTAPPEAREDATTHEENDOFTHESENTENCEITUSUALLYCOMESINTHEBEGINNINGANDTHEMIDDLEOFASENTENCEITALSOCANBEUSEDASADVERBIALMODIFIERANDATTRIBUTIVEONTHESEMANTIC，“BESIDES’’CATEGORYFORMSOFPREPOSITIONMAINLYMEANS“ELIMINATION“BUTSOMETIMESITMEANS“ADDUCT，SUPPLEMENT’’WHENSAID”ADDUCT，SUPPLEMENT”RELATIONS，ITTENDSTOHAVE”ANDBOTH”ANDOTHERWORDSINTHESENTENCEASASEMANTICMARKUPBESIDES”CLASSFRAMEPREPOSITIONSISLOOMINGINTHECONCRETEAPPLICATIONPREPOSITIONALOMISSIONDIVIDEDINTOINTHEBEGINNINGOFSENTENCESASADVERBIALITMEANS”ELIMINATE”ANDSAID”ADDUCT，SUPPLEMENT”RELATIONS，WHICHAREPUTASATTRIBUTIVEINASENTENCE，ANDSOONANDSOFORTH；THEREAROFTHEWORDISOMITTEDIFITISDOUBLESYLLABLEFLAMEPREPOSITIONS”BESIDES／BEYOND／OUTSIDE／INSIDEOUT”，REARWORDSCANBEOMITTED；IFITISASINGLESYLLABLEFRAMEPREPOSITIONS”EXCEPT／BEYOND／OUTSIDE／INSIDEOUT”THEREARWORDCANNOTBEOMITTEDACCORDINGTOTHESELOOMINGSITUATIONS，WE’VECOMETOTHECONCLUSIONTHAT”BESIDES”CLASSFRAMEPREPOSITIONSAPPEARREASONSFORTHESELOOMINGSITUATIONS，WITHSEMANTICREDUNDANCYSTYLISTICDIFFERENCES，THECOMPLEXITYOFTHESENTENCE，PARTLYDUETOTHENEEDOFSEMANTICEXPRESSLONFINALLYWECONDUCTEDASTUDYTOTHEDEVELOPMENTOFCHINESETEXTKNOWLEDGEANALYZINGBESIDES”CLASSFLAMEPREPOSITIONSINTHEDEVELOPMENTOFCHINESETEXTBOOKS，THENCONDUCTSURVEYONTHEOVERSEASSTUDENTSIN”BESIDES”CLASSFRAMEPREPOSITIONSOFUSEFREQUENCYANDSEMANTICUNDERSTANDINGSUMMARIZINGTHEREASONSOFTHISKINDOFCIRCUMSTANCE，WHICHIS