簡(jiǎn)介：山東大學(xué)博士學(xué)位論文語(yǔ)法化視角下的現(xiàn)代漢語(yǔ)單音方位詞研究姓名付寧申請(qǐng)學(xué)位級(jí)別博士專業(yè)語(yǔ)言學(xué)及應(yīng)用語(yǔ)言學(xué)指導(dǎo)教師盛玉麒20090416山東大學(xué)博士學(xué)位論文現(xiàn)出虛詞的特征。三、標(biāo)記功能的考察。處所標(biāo)記功能是單音方位詞在處所化的句法操作中表現(xiàn)出來(lái)的“中“表現(xiàn)出具有體貌意義的標(biāo)記功能，語(yǔ)法化程度進(jìn)一步加深。四、從形態(tài)一一句法角度看，單音方位詞的語(yǔ)法化模式主要表現(xiàn)在兩個(gè)方面從實(shí)詞到虛詞的語(yǔ)法化以及從詞到詞內(nèi)成分的語(yǔ)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(yǔ)法功能，還可以揭示單音方位詞功能上的層次性特征。語(yǔ)法的多功能性使單音方位詞表現(xiàn)出特殊的語(yǔ)法屬性。第五章包括兩個(gè)方面的內(nèi)容一、從使用頻率、認(rèn)知因素以及語(yǔ)言內(nèi)部因素三個(gè)角度討論現(xiàn)代漢語(yǔ)單音方位詞語(yǔ)法化的動(dòng)因。高使用頻率是誘發(fā)單音方位詞語(yǔ)法化的條件之一。從語(yǔ)義角度來(lái)看，認(rèn)知因素是促使單音方位詞語(yǔ)義虛化的主要原因。單音方位詞從空間范疇到時(shí)間范疇再到性質(zhì)范疇的語(yǔ)義虛化模式體現(xiàn)了隱喻的認(rèn)知作用。從形態(tài)一一句法角度看，語(yǔ)言內(nèi)部的構(gòu)式也是單音方位詞語(yǔ)法化的主要?jiǎng)右?，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(duì)于單音方位詞語(yǔ)法化動(dòng)因的考察體現(xiàn)了語(yǔ)言研究方法上從描寫到解釋的原則。二、以語(yǔ)義虛化、后置句法行為、去范疇化以及語(yǔ)音弱化為參數(shù)探討現(xiàn)代漢語(yǔ)單音方位詞語(yǔ)法化程度的判定。本文認(rèn)為14個(gè)單音方位詞的語(yǔ)法化程度是不均衡的，并且提出單音方位詞語(yǔ)法化過(guò)程中的句法語(yǔ)義具有相關(guān)性表現(xiàn)，即語(yǔ)義的虛化和功能的分化具有一致性。結(jié)語(yǔ)部分對(duì)本文的研究思路及結(jié)論進(jìn)行總括說(shuō)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(gè)方面第一，語(yǔ)法化研究的定位給語(yǔ)言研究提供了一個(gè)新視角。以語(yǔ)法化為切入點(diǎn)，從動(dòng)態(tài)的角度看待共時(shí)系統(tǒng)中的變異，進(jìn)一步探求變異產(chǎn)生的途徑及動(dòng)因，不但能夠推斷歷時(shí)演變，而且能夠使研究更具有前瞻性。本文基于語(yǔ)法化理論探討現(xiàn)代漢語(yǔ)單音方位詞的相關(guān)問(wèn)題，用發(fā)展的眼光分析單音方位詞在共時(shí)層面中的多義、多功能表現(xiàn)，有助于更好地揭示由于語(yǔ)言演變給漢語(yǔ)本體研究帶來(lái)的問(wèn)題。第二，本文運(yùn)用語(yǔ)料庫(kù)語(yǔ)言學(xué)方法，通過(guò)自建514．2萬(wàn)字的語(yǔ)料庫(kù)，發(fā)現(xiàn)單音方位詞多義、多功能并存的大量用例，進(jìn)行定量、定性分析。以8

簡(jiǎn)介：廣西大學(xué)學(xué)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(dǎo)師的指導(dǎo)下獨(dú)立進(jìn)行研究所取得的研究成果。除己特別加以標(biāo)注和致謝的地方外，論文不包含任何其他個(gè)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(xué)或其它單位的學(xué)位而使用過(guò)的材料。與我一同工作的同事對(duì)本論文的研究工作所做的貢獻(xiàn)均己在論文中作了明確說(shuō)明。本人在導(dǎo)師指導(dǎo)下所完成的學(xué)位論文及相關(guān)的職務(wù)作品，知識(shí)產(chǎn)權(quán)歸屬?gòu)V西大學(xué)。本人授權(quán)廣西大學(xué)擁有學(xué)位論文的部分使用權(quán)，即學(xué)校有權(quán)保存并向國(guó)家有關(guān)部門或機(jī)構(gòu)送交學(xué)位論文的復(fù)印件和電子版，允許論文被查閱和借閱，可以將學(xué)位論文的全部或部分內(nèi)容編入有關(guān)數(shù)據(jù)庫(kù)進(jìn)行檢索和傳播，可以采用影印、縮印或其它復(fù)制手段保存、匯編學(xué)位論文。本學(xué)位論文屬于口保密，在年解密后適用授權(quán)。回不保密。請(qǐng)?jiān)谝陨舷鄳?yīng)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(jiǎn)介：CLASSIFIEDLNDEXU．D．0SOUTHWESTUNIVERSITYOFSCIENCEANDTECHNOLOGYMASTERDEGREEDISSERTATIONTHESTUDYOFIDIOMTRANSIATIONIN．【26．王5OENGISHOHINESELANGUAGEDICTIONARIESGRADECANDIDATEACADEMICDEGREEAPPIIEDFORSPECIAIITYSUPERVISOR2007GUO0IANMASTER’SDEGREEEN6IISHLANGUAGEANDLITERATURECHENCONGMEI，PROFESSORJUNE12．2010西南科技大學(xué)碩士研究生學(xué)位論文第1頁(yè)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(jiǎn)介：分類號(hào)UDC密級(jí)壘開暑哦≯產(chǎn)魯碩士研究生學(xué)位論文墨西哥高校漢語(yǔ)教學(xué)情況研究申請(qǐng)人學(xué)號(hào)培養(yǎng)單位學(xué)科專業(yè)研究方向指導(dǎo)教師完成日期侯穎2130473文學(xué)院漢語(yǔ)國(guó)際教育漢語(yǔ)國(guó)際教育自少輝副教授2017年3月29曰■龍江大學(xué)碩士學(xué)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(jiǎn)介：分類號(hào)密級(jí)爿仰F弓公開單位代碼’學(xué)‘號(hào)∥戶第辦季SHANDONGUNIVERSITY10422M2015084碩士學(xué)位論文THESISFORMASTERDEGREE論文題翻韓國(guó)中級(jí)階段學(xué)生習(xí)得漢語(yǔ)能愿動(dòng)詞偏誤研究，以“能、會(huì)～想、要、可以“為例ERRORANALYSISOFTHEACQUISITIONOFCHINESEMODALVERBFORMIDDLEADVANCEDLEVEIOFKOREANLEARNERSINTHECASEOF“能、會(huì)、想、要、可以，，作，者姓名培養(yǎng)單位專業(yè)名稱指導(dǎo)教師合作導(dǎo)師李瑞倫國(guó)際教育學(xué)院對(duì)外漢語(yǔ)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(xué)位論文，是本人在導(dǎo)師的指導(dǎo)下，獨(dú)立進(jìn)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(gè)人或集體己經(jīng)發(fā)表或撰寫過(guò)的科研成果。對(duì)本文的研究做出重要貢獻(xiàn)的個(gè)人和集體，均已在文中以明確方式標(biāo)明。本聲明的法律責(zé)任由本人承擔(dān)。論文作者簽名盔氌堡日期型皇』關(guān)于學(xué)位論文使用授權(quán)的聲明本人完全了解山東大學(xué)有關(guān)保留、使用學(xué)位論文的規(guī)定，同意學(xué)校保留或向國(guó)家有關(guān)部門或機(jī)構(gòu)送交論文的復(fù)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(xué)可以將本學(xué)位論文的全部或部分內(nèi)容編入有關(guān)數(shù)據(jù)庫(kù)進(jìn)行檢索，可以采用影印、縮印或其他復(fù)制手段保存論文和匯編本學(xué)位論文。保密論文在解密后應(yīng)遵守此規(guī)定論文作者簽名塹盔縫導(dǎo)師簽名里幽日期油悖一‘1

簡(jiǎn)介：東北師范大學(xué)碩士學(xué)位論文中小學(xué)師生對(duì)話中的漢語(yǔ)批評(píng)言語(yǔ)行為語(yǔ)用分析姓名曹佳申請(qǐng)學(xué)位級(jí)別碩士專業(yè)英語(yǔ)語(yǔ)言文學(xué)指導(dǎo)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(jiǎn)介：III1／11／ILLLIIII／IIIIIIIIIIIY3306844單位代碼10231學(xué)號(hào)2015300493黝略幺瞳炻茲上隆巡吵R蕊誓越蒜蕊≥碩士學(xué)位論文泰國(guó)素叻他尼皇家大學(xué)漢語(yǔ)課堂學(xué)生問(wèn)題行為調(diào)查與研究學(xué)科專業(yè)‘研究方向作者姓名指導(dǎo)教師漢語(yǔ)國(guó)際教育漢語(yǔ)國(guó)際教育谷婧玄邵華副教授哈爾濱師范大學(xué)二。一七年五月ATHESISSUBMITTEDFORTHEDEGREEOFMASTERINVESTIGATIONANDRESEARCHONSTUDENTS’PROBLEMBEHAVIORSINCHINESECLASSROOMOFTHAILANDSI刀RATTHANIRAJABIL如RUNIVERSITYCANDIDATESUPERVISORSPECIALITYDATEOFDEFERICEDEGREECONFERRINGINSTITUTIONGUJINGXUANASSOCIATEPROFESSORSHAOHUAMASTEROFTEACHINGCHINESETOSPEAKERSOFOTHERLANGUAGESMAY，2017HARBINNORMALUILIVERSITY

簡(jiǎn)介：分類號(hào)學(xué)校代碼密級(jí)學(xué)號(hào)201205080027語(yǔ)義翻譯和交際指導(dǎo)下的漢語(yǔ)記敘散文英譯‘RL‘■，1JSEMANTICLRANSLATTONANCIU0MMUNLCATLVETRANSLATIONINTHETRANSLATIONOFCHINESENARRATIVEPROSESARRATIVEROSES指導(dǎo)教師姓名、職稱士鯊整撞湖南師范大學(xué)學(xué)位評(píng)定委員會(huì)辦公室二0一四年六月摘要本文以英國(guó)著名翻譯實(shí)踐家紐馬克提出的語(yǔ)義翻譯和交際翻譯為指導(dǎo)，重點(diǎn)分析漢語(yǔ)記敘散文英譯。語(yǔ)義翻譯和交際翻譯是語(yǔ)義學(xué)和交際學(xué)在翻譯領(lǐng)域中的重要應(yīng)用。本文首先分析語(yǔ)義翻譯和交際翻譯的區(qū)別與聯(lián)系并通過(guò)語(yǔ)言的不同功能，闡述了語(yǔ)義翻譯和交際翻譯在不同文本類型中的應(yīng)用。語(yǔ)義翻譯停留在原語(yǔ)文化，保留原文語(yǔ)言文化特色。只有當(dāng)譯文讀者對(duì)原文內(nèi)涵的理解構(gòu)成障礙時(shí)，才進(jìn)行適當(dāng)解釋。交際翻譯則要求譯文對(duì)譯文讀者所產(chǎn)生的效果盡可能等同于原作對(duì)原讀者所產(chǎn)生的效果。其次，基于語(yǔ)義翻譯和交際翻譯在不同文本中的應(yīng)用，本文在詳細(xì)闡述記敘散文的語(yǔ)言特點(diǎn)及漢英記敘散文差異的基礎(chǔ)上分析了語(yǔ)義翻譯和交際翻譯在記敘散文翻譯中的應(yīng)用。記敘散文以敘述描寫為主，同時(shí)綜合使用議論、抒情等多種表現(xiàn)方式，主要發(fā)揮語(yǔ)言的表達(dá)功能和傳遞信息功能。運(yùn)用語(yǔ)義翻譯保留原文語(yǔ)義句法結(jié)構(gòu)，能較好地再現(xiàn)原文情境，保留其美學(xué)價(jià)值；另一方面，若原文中形象生動(dòng)的語(yǔ)言通過(guò)語(yǔ)義翻譯不能準(zhǔn)確傳達(dá)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(dá)到交際目的。然而，翻譯實(shí)踐中應(yīng)根據(jù)具體語(yǔ)篇，文本類型，讀者知識(shí)文化水平等因素選擇恰當(dāng)方法，盡可能同時(shí)發(fā)揮語(yǔ)言的表達(dá)和傳遞信息功能，達(dá)到較好的翻譯效果。關(guān)鍵詞語(yǔ)義翻譯；交際翻譯；記敘散文

簡(jiǎn)介：華東師范大學(xué)碩士學(xué)位論文在上海的韓國(guó)青少年留學(xué)生的漢語(yǔ)教育現(xiàn)況姓名樸宣姝申請(qǐng)學(xué)位級(jí)別碩士專業(yè)語(yǔ)言學(xué)及應(yīng)用語(yǔ)言學(xué)指導(dǎo)教師毛世楨20050501ABSTRACTMOREANDMOREKOREANSTUDENTSHAVEBEENSTUDYINGCHINESEINSHANGHAITHESEYEARS，ESPECIALLYTHETEENAGERSTEENAGERSAREVERYDIFFERENTFROMADULTSWHENTHEYLEAMCHINESEASASECONDLANGUAGE。ADULTSWERETHEMAINTARGETSINTEACHINGCHINESEASSECONDLANGUAGEINTHEPAST，SOTHEWAYOFTEACHINGTEENAGERSSHOULDBEDIFFERENTFROMTHEWAYOFTEACHINGADURSBUTFORCHINESESCHOOLSLACKTHEEXPE6ENCEOFTEACHINGTEENAGERS；THEREAREMANYPROBLEMSINTEACHINGANDTAKINGCAREOFTHEMTHISPAPERFOCUSESONTHECURRENTSITUATIONSABOUTTHEKOREANTEENAGERSINSHANGHAIMANYPROBLEMS，SUCHASTEENAGERS’PSYCHOLOGYLIVINGCONDITIONIRCHINACHINESESCHOOLS’MANAGEMENT，TEACHERS’QUALIFICATIONTEXTBOOKSANDSOON，AREDISCOVEREDDURINGTHEINVESTIGATIONOFQUESTIONNAIRETHEPAPERALSOGIVESCOMMENTSTOTKRESULTSOFTHEQUESTIONNAIREANDTHENOFFERSSOMESUGGESTIONSONHOWTOSOLVETHOSEPROBLEMSTHEPURPOSEOFTHEPAPERISTOOFFERHELPTOKOREANEDUCATIONORGANIZATIONSTRYTOATTRACTHEIRATTENTIONTOKNOWTHEREALSITUATIONOFTHETEENAGERSTUDENTSINCHINATHEWRITERALSOHOPETHATCHINESESCHOOLSIMPROVETHEIRMANAGEMENTSANDAPPOINTPROFESSIONALTEACHERSTOTEACHINLFOREIGNERSTUDENTSTHETEXTBOOKSTHATDESIGNEDFORTEENAGERSSHOULDBECOMPILEDKEYWORDKOREANTEENAGERSCURRENTSITUATIONCHINESESTUDY

簡(jiǎn)介：山東大學(xué)碩士學(xué)位論文通過(guò)拒絕策略對(duì)美語(yǔ)漢語(yǔ)中禮貌的對(duì)比研究姓名袁春雨申請(qǐng)學(xué)位級(jí)別碩士專業(yè)英語(yǔ)語(yǔ)言文學(xué)指導(dǎo)教師牛毓梅20040409相關(guān)理論也有所涉及，特別介紹了顧日國(guó)1990提出的中國(guó)禮貌四準(zhǔn)則。與此同時(shí)，作者發(fā)現(xiàn)僅僅停留在禮貌層面上并不能對(duì)語(yǔ)用拒絕中的所反映出來(lái)的差異從本質(zhì)上進(jìn)行分析，進(jìn)而文章又深入到文化的層面做進(jìn)一步的探討。就文化層面而言，中國(guó)禮貌準(zhǔn)則中的謙虛原則是中國(guó)集體主義傳統(tǒng)的體現(xiàn)，而非自我貶低準(zhǔn)則則體現(xiàn)了西方個(gè)人主義和宣揚(yáng)個(gè)性的文化本質(zhì)。這也是本研究的理論意義。簡(jiǎn)言之，把對(duì)拒絕策略和對(duì)禮貌的研究結(jié)合起來(lái)，并深入到社會(huì)、文化價(jià)，值層面探求其根本原因是本論文的一點(diǎn)創(chuàng)新。。，‘。／論文關(guān)鍵詞禮貌；集體主義；個(gè)人主義；拒絕策略

簡(jiǎn)介：上海師范大學(xué)博士學(xué)位論文現(xiàn)代漢語(yǔ)狀態(tài)補(bǔ)語(yǔ)與程度補(bǔ)語(yǔ)研究姓名姜春華申請(qǐng)學(xué)位級(jí)別博士專業(yè)語(yǔ)言學(xué)及應(yīng)用語(yǔ)言學(xué)指導(dǎo)教師范開泰20050401ABSTRACTTHISPAPERAIMSTOCOPEWITHPOSTVERBCOMPLEMENT，AKEYLANGUAGEPOINTINCHINESETEACHINGTOKOREANS,BYMAINLYANALYZINGSTATALCOMPLEMENTANDGRADECOMPLEMENTFROMSYNTACTIC,SEMANTIC,PRAGMATICPERSPECTIVESCOMPARISONSAREMADEBETWEENCHINESEANDKOREANFORTHESAKEOFCHINESETEACHINGTOKOREANSCHAPTERONESTATESTHEPROGRAMTHISPAPERISINTENDEDTOFULFILL,THEREASONW妙THEPROGRAMISCHOSEN,THESIGNIFICANCEOFTHEPROGRAM,THETHEORETICALFOUNDATIONOFPROGRAMANDTHERESEARCHTECHNIQUETHATISEMPLOYEDINTHEPAPERTHEOVERGENERALIZEDGRADECOMPLEMENTISREANALYZEDINTWOGROUPSGRADECOMPLEMENTANDSTATALCOMPLEMENTFURTHERMORE,SMTALCOMPLEMENTISREANALYZEDINTWOGROUPSONEWITH“得”，ANOTHERONEWITH“個(gè)”GRADECOMPLEMENTISREANALYZEDINTHREEGROUPSONEWITH“得”，ANOTHERONEWITHOUT“得”，STILLANOTHERONEWITHTHESTRUCTUREOF“ADJECTIVE點(diǎn)/些”CHAPTERTWOANDCHAPTERTWEEDEALWITHSTATALCOMPLEMENTCHAPTERTWOANALYZESTHECONSTITUENTSANDSYNTACTICALRULESOFTHESENTENCESOFSTATALCOMPLEMENTWITH“得，，THESEMANTICREFERENCESANDFUNCTIONSOFSTATALCOMPLEMENT,THEPRAGMATICFEATURESSUCHASTHEOVERTANDCOVERTCORRESPONDENCESBETWEENSTATALCOMPLEMENTANDITSRELATEDSTRUCTURESCHAPTERTHREEANALYZESTHEFEATURESOFTHECOMPLEMENTSTRUCTURESWITH“個(gè)”BYCOMPARINGITWITHSTATALCOMPLEMENTSWITH“得”，ANDTHECOLLOQUIALFEATURESOFCOMPLEMENTSTRUCTURESWITH“個(gè)”INPRAGMATICS,ANDITSCORRESPONDINGADVERBIALS,PREDICATESANDOBJECTSINKOREANCHAPTERFOUR,CHAPTERFIVE,ANDCHAPTERSIXCOPEWITHGRADECOMPLEMENTCHAPTERFOURANALYZESTHESYNTACTICSTRUCTURESOFGRADECOMPLEMENT,SEMANTICREFERENCESANDTHECAUSEEFFECTRELATIONSHIPBETWEENGRADECOMPLEMENTANDITSPREDICATEDEMONSTRATESTHATSOMEGRADECOMPLEMENTSWITH“得”DEVIATEFROMTHEIRBASICMEANINGSTOMEANHIGHERGRADES,WHICHAREEXPRESSEDINKOREANWITHREPEATEDADVERBSTOMODI勿AFINITEVERBASGRADEADVERBIALSTOEMPHASIZEAHIGHGRADECHAPTERFIVEANALYSESTHEMONOSYLLABLEGRADECOMPLEMENTWITHOUT“得”THESEMONOSYLLABLEGRADECOMPLEMENTSDEVIATEMOREORLESSFROMTHEIRORIGINALMEANINGSTOMEANEXTREMEGRADESTHEYMUSTHAVETHEAUXILIARY“了”ATTHEENDOFTHESENTENCESTHEYAPPEARTHEIRGRAMMATICALPROPERTYISTHATOTHERCONSTITUENTSCANNOTBEADDEDBETWEENPREDICATESANDTHEMSOMEOFTHEMCANAPPEARINTHESENTENCESTRUCTURESWITH“把”AND，’被”，WHICHAREALSOEXPRESSEDINKOREANWITHREPEATEDADVERBSTOMODIFYAFINITEVERBASGRADEADVERBIALSTOEMPHASIZEEXTREMEGRADESANDEXTREMEGAPSINCOMPARISONCHAPTERSIXISCONCERNEDWITHTHE“ADJECTIVE點(diǎn)兒/些”STRUCTURESASCOMPLEMENTSWHICHEXPRESSLOWGRADE,EMPHASIZINGTHATTHESTRUCTUREISANECESSARYCOMPONENTINTHESYSTEMOFGRADECOMPLEMENTFOURSENTENTIALSTRUCTURESAREANALYZED,CLAIMINGTHATTHEADJECTIVEPREDICATESWITHGRADECOMPLEMENTARENECESSARILYNOTQUANTIFIED,ANDTHATTHISKINDOFCOMPLEMENTDEMONSTRATESLOWGRADETHEADJECTIVESINFRONTOF“點(diǎn)兒/些”MAYBEARTHEAUXILIARY“T”，SHOWINGTHATACHANGEHASTAKENPLACETHECOMPLEMENT“點(diǎn)兒/些”CANBEFOLLOWEDBYTHEAUXILIARY“了”，SHOWINGTHATANEW

簡(jiǎn)介：學(xué)校代號(hào)10532學(xué)號(hào)密級(jí)湖南大學(xué)碩士學(xué)位論文漢語(yǔ)表能力的“會(huì)“與日語(yǔ)“℃芒為“的對(duì)應(yīng)一一從搭配的角度考察學(xué)位申請(qǐng)人姓名導(dǎo)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(huì)主席THECORRESPONDINGOFTHECHINESEWORD’’HUIWHICHMEANSABILITYANDTHEJANPANESEWORD’E巷否’’ANINVERSTIGATIONFROMTHEASPECTOFCOLLACATIONBYTUJIABAHUNANUNIVERSITY2008ATHESISSUBMITTEDINPARTIALSATISFACTION0FTHEREQUIREMENTSFORTHEDEGREEOFMASTEROFARTSJAPANESELINGUISTICSANDLITERATUREINTHEGRADUATESCHOOL0FHUNANUNIVERSITYSUPERVISORPROFESSORZHANGPEIXIAMAY，2011姍8帥刪●舢8刪5㈣∞枷1腳丫

簡(jiǎn)介：西北大學(xué)碩士學(xué)位論文古漢語(yǔ)“然”類后綴研究姓名馬東紅申請(qǐng)學(xué)位級(jí)別碩士專業(yè)語(yǔ)言學(xué)及應(yīng)用語(yǔ)言學(xué)指導(dǎo)教師沈文君20050101古漢語(yǔ)。然’類后綴研究馬東紅摘要在古漢語(yǔ)中，“然”、“如”、“若”、“爾”、“焉”等，常附著在一些實(shí)詞之后，構(gòu)成附加式形容詞或副詞，以狀事物或動(dòng)作情貌。我們將此類后綴稱為“然”類后綴。本文對(duì)“然”類后綴進(jìn)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(gè)部分。第一部分為“然”類后綴研究概述。通過(guò)對(duì)前賢相關(guān)研究的系統(tǒng)梳理，客觀地評(píng)價(jià)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(yǔ)言學(xué)地位及其成員的界定。本文選擇的研究對(duì)象“然”、“如”、“若”、“爾”、“焉”及“而湎”共6個(gè)后綴。本文所研究“然”類后綴的歷史時(shí)限是整個(gè)古代漢語(yǔ)時(shí)期從先秦至清末。第二部分為“然”類后綴具體研究。運(yùn)用數(shù)量統(tǒng)計(jì)、動(dòng)靜結(jié)合等研究方法，從從語(yǔ)法類別、結(jié)構(gòu)類型、語(yǔ)法功能和形態(tài)類型等方面，對(duì)“然”、“如”、“若”、“爾”、“焉”、“而湎”6個(gè)后綴進(jìn)行了具體分析，得出結(jié)論古漢語(yǔ)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(dòng)詞、名詞及少量的擬聲詞；“然”類后綴參與構(gòu)成的詞語(yǔ)在句中主要作狀語(yǔ)、謂語(yǔ)、定語(yǔ)，少數(shù)情況下作補(bǔ)語(yǔ)或主語(yǔ)，也有特例中作賓語(yǔ)；“然”類后綴參與構(gòu)成的詞語(yǔ)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(yǔ)“然”類后綴“然”綴“如”綴“若”綴“爾”綴“焉”綴“而湎”綴

簡(jiǎn)介：內(nèi)蒙古大學(xué)碩士學(xué)位論文古漢語(yǔ)偏義復(fù)詞研究姓名柯莉申請(qǐng)學(xué)位級(jí)別碩士專業(yè)漢語(yǔ)言文字學(xué)指導(dǎo)教師道爾吉20050101圭堅(jiān)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(jiǎn)介：分類號(hào)UDC埸H1大譬YANGZHOUUNIVERSITY學(xué)號(hào)密級(jí)碩士學(xué)位論文全日制專業(yè)學(xué)位“除”類框式介詞及對(duì)外漢語(yǔ)教學(xué)陳靈指導(dǎo)教師姓名士亡垂塾撞揚(yáng)劌盤堂鎏蒸塹劌122三QQ窆選鎣高絲絲重?fù)P劌盤堂姿苤揚(yáng)劌122至QQ窆申請(qǐng)學(xué)位級(jí)別論文提交日期學(xué)位授予單位學(xué)科專業(yè)名稱墊適國(guó)墮塑直論文答辯日期2Q12生旦學(xué)位授予日期2QZ生魚旦2017年6月02揚(yáng)州大學(xué)碩士學(xué)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