簡介：分類號一UDC密級一金開一暑哦瀘聲篝’碩士研究生學位論文漢語母語者俄語多義詞習得的認知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韓迪2110723俄語學院俄語語言文學心理語言學賈旭杰教授2014年3月24日黑龍江大學碩士學位論文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：廈門大學碩士學位論文留學生漢語口語交際策略調查研究姓名宋婧婧申請學位級別碩士專業(yè)語言學及應用語言學指導教師盧偉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：華中科技大學碩士學位論文面向對外漢語教學的介詞研究“對”“對于”“向”“關于”姓名郭敏申請學位級別碩士專業(yè)語言學及應用語言學指導教師董為光20060501華中科技大學碩士學位論文ABSTRACTTHEABSTRACTGRAMMATICALMEANINGFLEXIBLEUSAGESOFPREPOSITIONSMAKEITADIFFICULTPOINTINTEACHINGCHINESEASASECONDLANGUAGEAMONGTHEMTHESEFOURPREPOSITIONSOF“DUIDUIYUGUANYUXIANG”AREVERYDIFFICULTFFEIGNSTUDENTSBECAUSETHEYHAVESIMILARDIFFERENTUSAGESITISVERYDIFFICULTTOMASTERALLTHEUSAGESOFTHEMFURTHERMETHECURRENTRESEARCHESINTHISFIELDARERELATIVELYSCARCELACKOFSYSTEMATICNESSCOHERENCEWHICHSTIMULATESUSTODOSOMEFURTHERSTUDIESONPREVIOUSRESEARCHFINDINGSWEDISCUSSEDTHEGRAMMATICALMEANINGSOFTHEFOURPREPOSITIONSTHROUGHTHESTUDYINGOFTHEVERBSAFTERTHEM“DUI”MEANS“FACING”“TREATING”“AIMING”“CONCERNING”，“DUIYU”MEANS“TREATING”“AIMING”“CONCERNING”“GUANYU”MEANS“CONCERNING”ETCEACHLEXICOLOGYOFTHEPREPOSITIONSHASCONNECTIONWITHTHEOTHERSTHOUGHTHEYHAVECOMPLICATEDGRAMMATICALMEANINGSSOWEDISCUSSTHEGRAMMATICALMEANINGSOF“DUI”“XIANG”FROMTHEPERSPECTIVESOFCOGNITIVELINGUISTICSFINDTHECONNECTIONSINDERTOHELPTHEOVERSEASSTUDENTSUNDERSTTHEUSAGESOFPREPOSITIONSWEANALYZEDTHESEPREPOSITIONSFROMSYNTAXSEMANTICSPRAGMATICSETCACCDINGTOOURERRANALYSISBYSECONDLANGUAGELEARNERSWEGROUPEDTHOSEERRSENTENCESINTOFOURTYPESSEMANTICWDDERREDUNDANCYABSENCETOFINDASOLUTIONTOSOMEPROBLEMSINOURTEACHINGMATERIALSTEACHINGMETHODWEADVISEASTAGETEACHINGWHICHFITSTHERELATIONSHIPBETWEENTHEMEANINGSOFPREPOSITIONKEYWDSPREPOSITIONGRAMMATICALMEANINGSDISCRIMINATIONERRANALYSIS

簡介：點擊查看更多韓國漢語中級學習者委婉語教學研究——以釜山外國語高中為例.pdf精彩內容。

簡介：點擊查看更多文化適應模式下的對外漢語閱讀習得效果研究.pdf精彩內容。

簡介：分類號密級單位代碼10422學號如心0牙作功菜六了碩士學位論文SHANDONGUNIVERSITYMASTER’5THESIS論文題目神淞劫詞R、板飾‘襯和育葉、司巍毒汽’杏，礴關云補助動，習’、沫居麟東襯私心漢毒朱達毛戈者赴舔肴業(yè)日、殆休纂之落師季金落知陋夜作專導今柞曰11不目卜，丁，卜夕年斗月‘日山東大學碩士學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52扔七力虧含55

簡介：中國海洋大學碩士學位論文英漢語言中經濟是生物體隱喻的認知對比研究姓名張?zhí)熳松暾垖W位級別碩士專業(yè)外國語言學及應用語言學指導教師常宗林20080601喻發(fā)揮了重要的作用。因此，它將進一步驗證隱喻的現(xiàn)代認知理論，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用于英語教學，而非僅限于經濟類文體。關鍵詞漢語；英語；認知語言學；經濟；隱喻；生物體

簡介：IYLL1／／3ILL／12LT／19II／／19T19／LLLL9ILLT4I／／TLLY3299994分類號中研鬣火蓐士學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位申請人姓名萬晶晶申請學位學生類別全塑堂塑申請學位學科專業(yè)塑遂璺墮熬直指導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位論文論文題目基于任務型教學法的對外漢語課外作業(yè)研究以上師大預科教育為例學院對外漢語學院專業(yè)漢語國際教育研究生姓名鄭云蕾指導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獨創(chuàng)聲明本人聲明所呈交的學位論文是本人在導師指導下進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注和致謝的地方外，論文中不包含其他人已經發(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或其他教育機構的學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位論文版權使用授權書本學位論文作者完全了解學校有關保留、使用學位論文的規(guī)定，并同意以下事項1、學校有權保留并向國家有關部門或機構送交論文的復印件和磁盤，允許論文被查閱和借閱。2、學校可以將學位論文的全部或部分內容編入有關數(shù)據(jù)庫進行檢索，可以采用影印、縮印或掃描等復制手段保存、匯編學位論文。同時授權清華大學“中國學術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，授權中國科學技術信息研究所將本學位論文收錄到中國學位論文全文數(shù)據(jù)庫。保密的學位論文在解密后適用本授權書學位論文作者簽名簽字日期易引汐年鄉(xiāng)月導師簽字簽字日期WRP

簡介：988777⑧研究生學位論文COGNITIVEAPPROACHTOTHEACQUISITIONOFCHIL3ESEIDIOMS從認知角度看漢語成語習得％“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匠置言生㈣M塑生生』』L且靴舯舊幽生生』且中國海洋大學ACOGNITIVEAPPROACHTOTHEACQUISITIONOFCHINESEIDIOMSABSTRACTIDIOMSARETHEESSEILCEOFLANGUAGEANDTHEFAMILIARIZATIONANDGRASPOFIDIOMSISWIDELYREGARDEDASTHEBASICSTANDARDBYWHICHTHELANGUAGECAPACITYISTESTEDHOWEVERDUETOTHEIRGREATQUANTITYANDTREMENDOUSHARDNESSOFHOWTOUSETHEIDIOMSPROPERLYTHEACQUISITIONOFIDIOMSHASALWAYSBEENABIGPROBLEMCONFRONTINGTHELANGUAGELEARNERSMANYAPPROACHESHAVEBEENMADEBYLINGUISTSTOEXPLORETHENATUREOFIDIOMSASTOFINDABETTERWAYOFLEARNINGTHEMTHETRADITIONALNONCOMPOSITIONALVIEWOFIDIOMSTREATSIDIOMSASARBITRARYANDFIXEDPATTERNOFLANGUAGES，ANDTHEREAREMANYPROBLEMSINHERENTWITHITCOGNITIVELINGUISTICSHOLDSTHATSOMEIDIOMSMAKESENSEBECAUSETHEYAREMOTIVATEDBYCONCEPTUALSUUCTURESTHATEXISTINDEPENDENTLYOFLANGUAGE；ANDIDIOMSREFLECTHUMANCONCEPTUALSYSTEMSANDSELWEASTHEWINDOWONTOPEOPLESCONCEPTUALSTRUCTUREN圯PRESENTDISSERTATIONFOCUSONTHEACQUISITIONOFCHINESEIDIOMSWI也THECONCEPTUALMETAPHORANDIMAGESCHEMATHEORYASITTHEORETICALFOUNDATIONAFARPROFOUNDLYPMBINGTHEFEATURESANDWORKINGMECHANISMOFCONCEPTUALMETAPHORANDDISCUSSINGTHEPROPERTIESANDTRANSFORMATIONOFIMAGESCHEMAS，THEAUTHORSETUPAHIERARCHICALFRAMEWORKWHICHSHOWSHOWCONCEPTUALMETAPHORSANDIMAGESCHEMASAREREALIZEDINTHELINGUISTICEXPRESSIONSTHEAUTHORALSOFOCUSESONTHESEMANTICMOTIVATIONONCHINESEIDIOMSDETAILEDANALYSISOFCHINESEIDIOMSILLUSTRATESHOWTHEEXPERIENCA一GROUNDEDCOGNITIVESNUCTL1RESSCLWEASSEMANTICMOTIVATIONBEHINDTHEIDIOMSINTHESUBSEQUENTCHAPTERASTUDYISCONDUCTEDTOVERIFYWHETHERCOGNITIVEMODELSCONCEPTUALMETAPHORSANDINLAGESCHEMASCANFACILITATETHELEARNINGOFCHINESEIDIOMSWI也THEPOSITIVERESULTOFTHESTUDYTHEAUTHORFORMULATESANEWWAYOFTEACHINGCHINESEIDIOMSBASED011THECOGNITIVEMODELS

簡介：云南師范大學碩士學位論文漢語被動句的語用探究姓名王云申請學位級別碩士專業(yè)語言學及應用語言學指導教師韋世林20060525云南師范大學文學與新聞傳播學院碩士學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：大連理工大學碩士學位論文關于漢語方位詞“上”對應的日語表達姓名鄭艷茹申請學位級別碩士專業(yè)外國語言學及應用語言學指導教師杜鳳剛20091201關丁漢語方位詞“上”對應的日語表達要旨中日而言話I二濁P與島屯¨乃¨乃段位置它方向老表礦單語力；揚否。二機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℃揚否。毛乙R、中國希豈日本幫法豈屯I漠字力專使者扎I，、否。空同陰保老表中豈砉屯、“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。毛機法中國器愛母器芑中否日本器學留者匯七OT、日本話留得。診豈OO鞋點℃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。空嗣陰保老表態(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機換L，、屯O、二力三OO獯頹K分時島機否。毛機乏扎④表現(xiàn)。頻度屯兢吾十K土OT船理L／允。統(tǒng)計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。表現(xiàn)豈對慮中否④力、意考察L危。中國幫“X上”文皂毛機I對慮中否日本器表現(xiàn)老對照L／經力；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主藉豈修飾幫老擔當中否七砉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學校代碼L旦2盟分類號避⑧研究生學號Q2QQ鯪盟密級五東牡知予葒大莩碩士學位論文APRAGMATICSTUDYOFTHESPEECHACTOFCOMPLAININGINCHINESE漢語抱怨言語行為語用研究作者張荊欣指導教師趙英玲教授學科專業(yè)英語語言文學研究方向英語語言學學位類型高校教師東北師范大學學位評定委員會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：山東大學博士學位論文元明時期漢語代詞研究姓名王永超申請學位級別博士專業(yè)漢語言文字學指導教師馮春田20090418山東大學博士學位論文中稱代該人、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。三身代詞單獨使用時，都既可表單數(shù)意義，也可表復數(shù)意義?？梢?，在表示數(shù)范疇時，元明時期漢語中的表達方式是復雜多樣的。反身代詞“自、己、自己、自家”等；這些詞項在元明時期漢語文獻中分布差異較大，“自”普遍見于各種文獻；“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生、存留下的“吾、朕、爾、汝、之、其、彼“等詞項。雖然嚴格來說并不應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”自報家門時使用，形成一種陌生感的語言形式，營造莊嚴、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圓夢中，均為女子自稱。“妾身“也可以算是一個特殊的自稱詞，它的構成應該是由已經用于自稱之后的“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，復數(shù)詞尾“們“在本期發(fā)展出很多不同于漢語傳統(tǒng)表達方式的功能，如“數(shù)量詞修飾N們“、2