论文总字数：14218字

摘 要

词汇作为语言三要素之一，其在历时平面上的发展演变现象是汉语研究的重要课题。相较于实词的词义引申机制，实词虚化是汉语演变历程中值得重视的语言演化现象。本文通过考察“好”等中古时期语气词的演变机制，探讨汉语词义演变的相关理论，以口语化程度较高、时代较为明确的中古文献为研究基础，在厘清“好”词义演化的基础上，结合当下汉语国际教育专业的实际情况，通过与对外汉语教学相结合，思考实词虚化现象对于对外汉语教学的启发，为现阶段的对外汉语教学提出针对性建议，以期提升学习者的文化认同感及对外汉语教学质量。

本研究主要发现：1.通过文献阅读法、历史比较法、描写与解释相结合的方法，对“好”进行分析、推断，得出字从实词虚化成句末语气词经历了四个阶段：静态评价阶段→动态评价阶段→劝慰语气阶段→祈使语气阶段。这个过程是一个词义不断泛化，结构不断去中心化，不断主观化的过程。2.通过对不同阶段汉语学习者的学习情况进行分析得出古代汉语的教学具有能够提升学生产生文化认同感的作用，同时古代汉语溯源的学习，在帮助学生学习古代汉语的同时能够辐射至整个汉语学习的逻辑，提升学习进度与效果。3.在上述研究的基础上，本研究对不同阶段汉语学习者应该如何学习古代汉语提出了刍议，首先针对汉语初级学习者与中高级学习者采用不同的方法去教导。 初级学习者：教材应选择易于背诵的篇目，教学方法应有老师进行引导，作业选择应以背诵为主，以增强其学习信心与学习兴趣，在其学习遇到瓶颈期时，再采用与中高级学习者一样的方法。中高级学习者：教材上的选择要短小精悍，教学法以任务教学法为佳，通过布置任务，提升学生学习的自主能动性，同时鼓励学生活用类《说文解字注》的工具书以及现存的古代汉语网络资料库进行学习。

本研究的意义在于将古代汉语词义演化的溯源研究与对外汉语教学中古代汉语教学法相结合，勾稽古代汉语词义演变机制，从而更深入地服务于对外汉语教学。

关键词：词义演变；“好”；语法化；对外汉语教学

Abstract

The diachronic evolution of vocabulary is an important topic in The study of Chinese.Compared with the semantic extension mechanism of notional words, notional words are a linguistic evolution phenomenon in the evolution of Chinese.In this paper, by investigating the evolvement mechanism of the "good" medieval times, such as modal particle, discusses the related theory of Chinese word meaning evolution, with high degree of colloquial, age, more clear for the study of ancient literature in the foundation, on the basis of clarifying the "good" word meaning evolution, combined with the actual situation of the current Chinese international education, in combination with the teaching Chinese as a foreign language, think about content words inspired others phenomenon in teaching Chinese as a foreign language, put forward corresponding proposals for the present stage of teaching Chinese as a foreign language, through to the introduction of the ancient Chinese teaching Chinese as a foreign language, promote learners' cultural identity, in order to improve the quality of teaching Chinese as a foreign language.

Main findings of this study:

1. Through the combination of literature reading, historical comparison, description and explanation, this paper analyzes and deduces "good", and concludes that a word has undergone four stages: static evaluation stage -- dynamic evaluation stage -- comforting mood stage -- imperative mood stage.This process is a process of continuous generalization of word meaning, continuous decentralization of structure and continuous subjectification of emotion.

2. By analyzing the learning situation of Chinese learners at different stages, it is concluded that the teaching of ancient Chinese can help students generate cultural identity and at the same time trace the learning of ancient Chinese, which can radiate the logic of the whole Chinese learning while helping students learn ancient Chinese, and promote the learning progress and effect.

3. On the basis of the above research, this research proposes a humble opinion on how Chinese learners at different stages should learn ancient Chinese.Primary learners: Teaching materials should be easy to recite, teaching methods should be guided by teachers, homework selection should be based on recitation, in order to enhance their confidence and interest in learning, learning in the bottleneck period, then use the same method as advanced learners.Middle and advanced learners: the choice of teaching materials should be short and concise. Task-based teaching method is preferred. By assigning tasks, students can improve their initiative in learning.

The significance of this study lies in the combination of the origin of ancient Chinese and the ancient Chinese teaching in TCSL to summarize the process of the evolution of ancient Chinese word meanings. Meanwhile, in terms of education, it can enable students to have cultural identity and improve their learning efficiency.

目录

摘要 I

Abstract II

第一章 引言 1

1.1学界关于汉语词义演变的研究现状 1

1.2学界对于常用词“好”的研究现状 1

1.3研究方法与研究目的 3

第二章 语气词“好”的形成与演变机制研究 4

2.1 语气词“好”的溯源研究 4

2.2 “好”的词义演变机制刍议 5

2.3“好”从《祖堂集》到《景德传灯录》中的历时变化 8

第三章 “好”字的研究在教学中的实践价值 10

3.1 学习古代汉语的必要性 10

3.2 学习古代汉语的难点与教学方法刍议 11

第四章 结语 12

参考文献 13

致谢 14

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