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Nội dung
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“从XP出发,(S)VP”的语篇整合效应——来自隐喻、背景化的双重作用 / 江洪波
// 汉语学习 ,Chinese Language Learning 2020(05) 中国 : 吉林省延吉市, 2020p.41-55 In the textual structure of "cong XP chufa,(S)VP", the semantic structure can be summarized as two kinds: "starting point–end" and "cause–action". The former represents two successive displacement event clauses, which is lower integration; the latter is based on this mapping from spatial domain to logical domain, and finally integrated into a single event sentence with cause and action, which is higher integration. "cong XP chufa", which means preconditions and is placed at the beginning of the sentence, its background function is further strengthened, its predication is reduced, and its syntax is gradually reduced in rank; "(S)VP" means the conscious action taken by the actor on this cause. Comparing with "tongguo XP,(S)VP", this paper holds that both of them have similar textual integration effect and mechanism. Both of them are integrated by two clauses into a single event sentence with dependency.
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“在N上”的语义维度和语用制约分析 / 叶蕴, 孙道功
// 汉语学习, Chinese Language Learning 2020 (05) 中国 : 吉林省延吉市, 2020p. 22-30 This paper is concluded that "zai+N+shang" can be divided into five semantic categories: zero-dimensional point, one-dimensional line, two-dimensional surface, threedimensional volume and four-dimensional space-time. Different dimensions also be refined according to the location relationship between object and reference. The semantics of the same "zai+N+shang" structure in different sentences are restricted by pragmatic factors. The pragmatic meanings can be divided into three types: dimensionality reduction, dimensionality promotion and dimensionality invariance.
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基础汉语综合课教学结构和过程理论模型研究 / 郑艳群, 朱世芳
// 汉语学习 ,Chinese Language Learning 2020(01) 中国 : 吉林省延吉市, 2020p.76-83 This study uses information processing methods to systematically sort out the speculative or empirical cognition about the teaching structure and process of comprehensive courses in Chinese teaching literature. Based on the content of the literature text, the system architecture is carried out from top layer, the components are identified from the concept, and the formalized expression of the structure and process is completed based on the components; Based on the concept of big data and data mining, this paper calculates the features, deduces the theoretical model of the teaching structure and process of comprehensive Chinese course, and analyzes its features. The results of this study can lay a foundation for the theoretical research and practical application of comprehensive courses, provide reference for comprehensive course teaching design, teaching management, teaching evaluation and teaching optimization, and provide basis for the design of teaching unit of comprehensive Chinese micro-course.
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指称与描述 : 量词重叠的功能差异与韵律表达 / 贾林华
// 汉语学习 ,Chinese Language Learning 2020(05) 中国 : 吉林省延吉市, 2020p.14-21 With the seemingly identical morphological forms CLCL, classifier reduplications in Mandarin Chinese are in fact the two heterogenous constructions CLCL1 and CLCL2. In terms of their expressive functions, CLCL1 is used to refer to every individual within some relevant set, whereas CLCL2 is used to describe the existential state of some object in some physical space. In terms of their prosodic representations, CLCL1 is termed as light reduplication with the [H+L] prosodic structure in which the first syllable is heavy and the second lightened, on the other way around, CLCL2 is heavy reduplication with[H+H]structure in which both syllables are heavy. In connected speeches, CLCL1 is often directly linked with the adverbial DOU and thus has the [HL+L]structure, while CLCL2 being linked with double heavy syllable nouns thus has the [HH+HH]structure. Prosodic weight can be used to distinguish register properties, CLCL1 is used in informal spoken contexts while CLCL1 in written literary contexts.
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