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  • 主观性——客观性作为语义分化的理据——兼谈其对语言教学的启示 /
Tác giả CN 黄蓓
Nhan đề 主观性——客观性作为语义分化的理据——兼谈其对语言教学的启示 / 黄蓓
Mô tả vật lý tr.97-105
Tóm tắt 本文考察了主观性与语义分化的关联及其对语言教学的启示,发现主观性往往造就语言中的主—客分工,主观性—客观性是词义分化与构式分化的重要理据。就近义词而言,具有强主观性的成分往往与非主观成分呈互补态势;就多义词而言,同一成分往往兼司主—客功能,其用法语境呈"主—主""客—客"分布倾向。近义构式的主—客分工表现为主观性构式同其上位构式间的分化效果,以及平行近义构式间的主—客分化效果。据此,主观性—客观性可视为语义分化的重要理据。对近义/多义分布的认知理据的挖掘,有助于发掘汉语中看似杂乱无章的现象背后的规律,从而制定更有效的留学生教学模式
Tóm tắt This paper explores the link between subjectivity and semantic differentiation in language as well as its implications for language teaching. It is found that subjectivity tends to lead to subjective vs. objective division of labor in language, and subjectivity vs. objectivity is an important motivating factor for the differentiation of lexical meanings as well as constructions. For near-synonyms, highly subjective elements tend to be in complementary distribution with nonsubjective elements; for polysemes, the same word tends to serve both subjective and objective functions, with complementary distribution in terms of subjective vs. objective usage context. The subjective vs. objective division of labor in near-synonymous constructions is manifested in the differentiation between the subjectivity construction and its superordinate construction, as well as the subjective vs. objective differentiation between parallel near-synonymous constructions. In this sense, subjectivity vs. objectivity may be regarded as an important motivating factor for semantic differentiation. The exploration of the cognitive motivation for the distribution of nearsynonyms/polysemes is conducive to revealing regularity behind seemingly disordered phenomena in Chinese, and to developing a teaching model that is more accessible to overseas students.
Đề mục chủ đề 主观性—客观性
Thuật ngữ không kiểm soát 语言教学
Thuật ngữ không kiểm soát 语义分化
Thuật ngữ không kiểm soát Chủ thể khách quan
Thuật ngữ không kiểm soát Tiếng Trung Quốc
Thuật ngữ không kiểm soát Giảng dạy ngôn ngữ
Thuật ngữ không kiểm soát Khác biệt ngữ nghĩa
Nguồn trích 汉语学习- No.5/2019
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2451|a主观性——客观性作为语义分化的理据——兼谈其对语言教学的启示 / |c黄蓓
30010|atr.97-105
520 |a本文考察了主观性与语义分化的关联及其对语言教学的启示,发现主观性往往造就语言中的主—客分工,主观性—客观性是词义分化与构式分化的重要理据。就近义词而言,具有强主观性的成分往往与非主观成分呈互补态势;就多义词而言,同一成分往往兼司主—客功能,其用法语境呈"主—主""客—客"分布倾向。近义构式的主—客分工表现为主观性构式同其上位构式间的分化效果,以及平行近义构式间的主—客分化效果。据此,主观性—客观性可视为语义分化的重要理据。对近义/多义分布的认知理据的挖掘,有助于发掘汉语中看似杂乱无章的现象背后的规律,从而制定更有效的留学生教学模式
520|aThis paper explores the link between subjectivity and semantic differentiation in language as well as its implications for language teaching. It is found that subjectivity tends to lead to subjective vs. objective division of labor in language, and subjectivity vs. objectivity is an important motivating factor for the differentiation of lexical meanings as well as constructions. For near-synonyms, highly subjective elements tend to be in complementary distribution with nonsubjective elements; for polysemes, the same word tends to serve both subjective and objective functions, with complementary distribution in terms of subjective vs. objective usage context. The subjective vs. objective division of labor in near-synonymous constructions is manifested in the differentiation between the subjectivity construction and its superordinate construction, as well as the subjective vs. objective differentiation between parallel near-synonymous constructions. In this sense, subjectivity vs. objectivity may be regarded as an important motivating factor for semantic differentiation. The exploration of the cognitive motivation for the distribution of nearsynonyms/polysemes is conducive to revealing regularity behind seemingly disordered phenomena in Chinese, and to developing a teaching model that is more accessible to overseas students.
65010|a主观性—客观性
6530 |a语言教学
6530 |a语义分化
6530 |aChủ thể khách quan
6530|aTiếng Trung Quốc
6530|aGiảng dạy ngôn ngữ
6530|aKhác biệt ngữ nghĩa
773|t汉语学习|gNo.5/2019
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