修辞动因作用下的习语形成
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摘要
习语是以特定话语场景中临时构建的语言单位组合为基础而形成的固定话语成品,在很长时期内为人们所相沿习用,包括成语、惯用语、谚语和歇后语等。每个习语的形成,虽然都有其特定的来源,但都遵循着一定的规律,与话语使用者的修辞动因密切相关。本文旨在探讨习语在修辞动因作用下的形成规律。首先,将详细论述习语在修辞动因作用下的形成规律;其次,结合习语的主要下位类型,探讨它们在修辞动因作用下的具体成因;最后,阐述在对外汉语教学中如何从习语在怎样的话语场景中产生、为了实现怎样的交际意图而被构建、为何能在较好的修辞效果中实现交际意图等方面来把握修辞动因,进行习语的教学。
Idioms are the fixed discourse products formed on the basis of the temporary language unit combinations in the given contexts,habitually used by people during a long period of time,including many different types. Although each idiom has their own origins,their formation will all obey a certain rule, which is closely associated with the rhetorical motivation of the discourse users. Therefore, this thesis aims to discuss the rule of the formation of idioms from the perspective of rhetorical motivation.Firstly, it discusses the general rule from the perspective of rhetorical motivation in details. Secondly, it investigates the specific rules of formation by combining with the main types of idioms.Finally, it illustrates how to teach Chinese idioms in Teaching Chinese as a Second Language by analyzing the rhetorical motivation from such aspects:Idioms are formed in which contexts,constructed for which intentions,why idioms can realize the users' communicative intentions in the better rhetorical effects and etc.
Idioms are the fixed discourse products formed on the basis of the temporary language unit combinations in the given contexts,habitually used by people during a long period of time,including many different types. Although each idiom has their own origins,their formation will all obey a certain rule, which is closely associated with the rhetorical motivation of the discourse users. Therefore, this thesis aims to discuss the rule of the formation of idioms from the perspective of rhetorical motivation.Firstly, it discusses the general rule from the perspective of rhetorical motivation in details. Secondly, it investigates the specific rules of formation by combining with the main types of idioms.Finally, it illustrates how to teach Chinese idioms in Teaching Chinese as a Second Language by analyzing the rhetorical motivation from such aspects:Idioms are formed in which contexts,constructed for which intentions,why idioms can realize the users' communicative intentions in the better rhetorical effects and etc.
引文
[1]邵敬敏主编.现代汉语通论(第2版)[M].上海:上海教育出版社,2007:139-145.