论文总字数：16454字

摘 要

插入语是现代汉语句子中的有机组成部分，具有语篇衔接作用，对语体的变化较为敏感，能够有效地传达信息，有利于获得最佳交际效果，因此，插入语是汉语本体研究中的重点。同时，插入语也是《国际汉语教学通用课程大纲》中重要的语法项目，也是汉语学习者进入高级阶段（五、六级）的要求项目，是反映学习者汉语水平的重要指标之一。

文章选取“介入评价”“真实类态度”以及“对程度的估计”这三种具有代表性的评价义插入语作为研究对象，通过对语料库进行研究分析，观察汉语口语、汉语书面语、汉语中介语口语、汉语中介语书面语中的插入语数量和分布情况。

主要研究发现：（1）和汉语母语者相比，汉语学习者的语体意识相对薄弱，对插入语语体色彩的理解和使用的熟练度不够，存在使用插入语类型集中化的问题。而汉语母语者在口语和书面语中对评价义插入语的使用相对分散。（2）通过对汉语中介语口语和汉语口语语料的对比，发现在使用评价义插入语的过程中，汉语学习者使用“介入评价”类的插入语频次最高，而汉语母语者则倾向于使用表达“真实类态度”的插入语。（3）通过对汉语中介语书面语和汉语书面语语料的对比，发现汉语中介语书面语语料中集中使用某种插入语的倾向更为明显。

基于对上述四类语料的分析，本文认为将插入语构式化教学可深化学习者对汉语插入语的理解，减少偏误。汉语教师也应灵活调整插入语教学重点、适时提醒注意插入语的语体表现、结合“构式——语块”理论进行教学，并结合真实语境进行反复操练。

关键词： 评价义插入语；语体；构式化；对外汉语教学

Abstract

Parenthesis is an organic combination of modern Chinese sentences, which has the function of text cohesion and is sensitive to the change of style. It can convey information effectively, which is beneficial to get the best communication effect. Therefore, parenthesis is the focus of Chinese ontology research. At the same time, parenthesis is also an important grammar item of "International Chinese Teaching Universal curriculum", and a requirement for Chinese learners to enter the advanced stage (V amp; VI). It is one of the important indicators to reflect learners' Chinese proficiency as well.

The paper selects representative evaluative parenthesis as the research objects, which are from three semantic types: "intervention evaluation", "truth-like attitude" and "estimation of degree". Through the research and analysis of corpus, it observes the number and distribution of parenthesis in spoken Chinese, written Chinese, spoken Chinese interlanguage and written Chinese interlanguage.

The main findings are as follows: (1) Compared with native Chinese speakers, Chinese learners have relatively weak stylistic awareness, insufficient understanding and proficiency in the stylistic color of parenthesis. And there is a problem with centralizing the use of parenthetical types. On the contrary, native Chinese speakers have relatively scattered use of evaluative parenthesis in spoken and written Chinese. (2) By comparing spoken Chinese interlanguage and spoken Chinese corpus, it is found that in the process of using e evaluative parenthesis, Chinese learners use the "interventional evaluation" type of parenthesis in the highest frequency, while Chinese native speakers tend to use parenthesis which expressing "truth-like attitude". (3) By comparing the written language corpus of Chinese interlanguage with that of Chinese mother tongue, it is found that the tendency of the written language corpus of Chinese interlanguage is more obvious.

Based on the analysis of the above four types of corpus, this paper argues that the construction of parenthesis teaching can deepen learners' understanding of Chinese parenthesis and reduce their errors. Chinese teachers should also flexibly adjust the teaching emphasis of parenthesis and timely remind learners to notice the stylistic expression of parenthesis. The teaching can be combined with the theory of "construction-lexical chunks" and the real context to practice repeatedly.

Key words: Evaluative parenthesis; Stylistic; Constructionalization; Teaching Chinese as a foreign language

目 录

摘 要 I

Abstract II

目 录 III

第一章 插入语的地位和研究现状 1

1.1 插入语的定义和界定 1

1.2 插入语的研究现状 2

1.3 研究对象 2

第二章 研究方法 4

2.1 语料来源 4

2.1.1 汉语中介语语料 4

2.1.2 汉语母语语料 4

2.2 语料处理方法 5

2.3 研究思路 5

第三章 评价义插入语的语体差异 6

3.1 评价义插入语在中介语书面语和口语中的分布情况 6

3.1.1 分布详情 6

3.1.2 汉语学习者使用情况分析 6

3.2 评价义插入语在汉语口语和书面语中的分布情况 8

3.3 评价义插入语在汉语中介语口语和汉语口语中的分布情况 8

3.3.1分布详情 8

3.3.2 汉语学习者使用情况分析 9

3.4 评价义插入语在汉语中介语书面语和汉语书面语中的分布情况 9

第四章 汉语和中介语中插入语的构式化问题分析 11

4.1 插入语的构式化倾向 11

4.2 构式语法 12

4.3 构式—─语块教学法 12

第五章 对汉语教学的建议 14

参考文献 15

表目录

表格 1 汉语插入语分类表 3

表格 2 评价义插入语在中介语书面语和口语中的数量表 6

表格 3 评价义插入语在汉语书面语和口语中的数量表 8

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