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Tác giả CN
| 朱京津 | |
Nhan đề
| 过程范畴框架下“V下来”语义习得研究 / 朱京津 | |
Thông tin xuất bản
| 中国 : 吉林省延吉市, 2020 | |
Mô tả vật lý
| p.88-95 | |
Tóm tắt
| At present, the research of Chinese compound directional complements is a single complement semantic research mostly. And there is no unified and consistent explanation to these all compound directional complements. The unclear semantic interpretation of each complement leads to many problems in tthe second language learners. Based on the framework of process category, this paper takes "V Xialai" as an example to analyze its displacement path, and finds that its path focus on "direction" and "goal". In addition, the features of the 6 semantic items "V Xialai" are serialized in the core vein of[+ direction down][+ highlight the end point]. Based on the above analysis, this paper argues that the second language teachers should grasp the semantic core of "V Xialai" through the whole teaching of this structure. | |
Tóm tắt
| 复合趋向补语"V下来"本义与引申义使用频繁,但因其语义复杂,本体研究只局限于单个解释,二语学习者在习得过程中仍存在较多问题。本文以过程范畴框架理论为依据,对"V下来"的位移路径进行分析,发现其路径焦点凸显"方向"和"终点"。串联"V下来"各语义项的语义特征核心脉络为[+方向向下][+凸显终点]。本文认为在对外汉语教学过程中,教师应抓住"V下来"各义项的语义核心,使其贯穿于整个"V下来"结构的语法教学中。 | |
Thuật ngữ chủ đề
| Chinese-Grammar-Complements | |
Thuật ngữ chủ đề
| 中国人-语法-补品 | |
Từ khóa tự do
| Tiếng Trung Quốc | |
Từ khóa tự do
| Bổ ngữ | |
Từ khóa tự do
| Ngữ pháp | |
Nguồn trích
| 汉语学习 ,Chinese Language Learning- 2020(05) | |
Tệp tin điện tử
| http://eng.oversea.cnki.net/kcms/detail/detail.aspx?dbCode=cjfq&QueryID=13&CurRec=10&filename=HYXX202005010&dbname=CJFDLAST2020 |
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|---|
| 300 | |ap.88-95 |
|---|
| 520 | |aAt present, the research of Chinese compound directional complements is a single complement semantic research mostly. And there is no unified and consistent explanation to these all compound directional complements. The unclear semantic interpretation of each complement leads to many problems in tthe second language learners. Based on the framework of process category, this paper takes "V Xialai" as an example to analyze its displacement path, and finds that its path focus on "direction" and "goal". In addition, the features of the 6 semantic items "V Xialai" are serialized in the core vein of[+ direction down][+ highlight the end point]. Based on the above analysis, this paper argues that the second language teachers should grasp the semantic core of "V Xialai" through the whole teaching of this structure. |
|---|
| 520 | |a复合趋向补语"V下来"本义与引申义使用频繁,但因其语义复杂,本体研究只局限于单个解释,二语学习者在习得过程中仍存在较多问题。本文以过程范畴框架理论为依据,对"V下来"的位移路径进行分析,发现其路径焦点凸显"方向"和"终点"。串联"V下来"各语义项的语义特征核心脉络为[+方向向下][+凸显终点]。本文认为在对外汉语教学过程中,教师应抓住"V下来"各义项的语义核心,使其贯穿于整个"V下来"结构的语法教学中。 |
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