本文關(guān)鍵詞： 漢語(yǔ)請(qǐng)求言語(yǔ)行為 語(yǔ)用 請(qǐng)求策略 表達(dá)方式 留學(xué)生　出處：《北京語(yǔ)言大學(xué)》2009年碩士論文　論文類型：學(xué)位論文

【摘要】： 本文以言語(yǔ)行為理論為基礎(chǔ),采用開(kāi)放式問(wèn)卷調(diào)查的方式,通過(guò)考察初、中、高三個(gè)水平階段的留學(xué)生實(shí)施漢語(yǔ)“請(qǐng)求”言語(yǔ)行為的情況,并將其與中國(guó)人進(jìn)行了對(duì)比,得出如下結(jié)論: 1.規(guī)約性間接策略是中國(guó)人最常使用的請(qǐng)求策略; 2.留學(xué)生的請(qǐng)求策略與中國(guó)學(xué)生呈現(xiàn)出總體一致的態(tài)勢(shì); 3.一般疑問(wèn)句式是漢語(yǔ)“請(qǐng)求”言語(yǔ)行為中心語(yǔ)使用最多的句式; 4.留學(xué)生初中高三個(gè)階段在行為中心語(yǔ)句式選擇方面呈現(xiàn)出不同的態(tài)勢(shì); 5.留學(xué)生在請(qǐng)求言語(yǔ)行為起始語(yǔ)、輔助語(yǔ)使用方面均存在問(wèn)題; 6.請(qǐng)求策略的使用選擇是社會(huì)距離、相對(duì)權(quán)勢(shì)和請(qǐng)求難度等社會(huì)因素綜合作用的結(jié)果。 結(jié)合調(diào)查研究得出的結(jié)論,針對(duì)對(duì)外漢語(yǔ)教學(xué)的情況,筆者提出如下建議: 1.教學(xué)大綱應(yīng)言語(yǔ)形式與語(yǔ)用并重; 2.教材編寫應(yīng)該貫穿“功能——結(jié)構(gòu)——文化”的原則,采用真實(shí)語(yǔ)料; 3.教師應(yīng)加強(qiáng)語(yǔ)用意識(shí),設(shè)計(jì)真實(shí)交際情景進(jìn)行教學(xué); 4.留學(xué)生應(yīng)充分利用目的語(yǔ)環(huán)境,提高自己的交際能力。
[Abstract]:Based on speech act theory, this paper adopts open questionnaire survey to investigate the situation of "request" speech act conducted by foreign students at the first three levels, and compares them with Chinese people.
The 1. regulation indirect strategy is the most frequently used Chinese request strategy.
2. the foreign students' request strategy and the Chinese students showed the overall situation.
3. general interrogative sentence pattern is the most used sentence pattern in the Chinese "request" speech act central language.
4. the three stages of junior high school students in junior high school show different trends in the choice of the sentence pattern in the behavior center.
5. the students have problems in the beginning of the speech act and the use of the auxiliary language.
The choice of the 6. request strategy is the result of social factors, such as social distance, relative power and request difficulty.
According to the conclusion of the investigation and study, the author puts forward the following suggestions in view of the situation of teaching Chinese as a foreign language.
1. the syllabus should attach equal importance to the language form and the pragmatics.
2. the compilation of the textbook should run through the principle of "function structure - culture" and the real corpus.
3. teachers should strengthen their pragmatic awareness and design real communicative situations for teaching.
4. students should make full use of the target language environment to improve their communicative competence.

【學(xué)位授予單位】：北京語(yǔ)言大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2009
【分類號(hào)】：H195

【引證文獻(xiàn)】

相關(guān)博士學(xué)位論文 前1條

1 范杏麗;漢語(yǔ)請(qǐng)求策略研究：一項(xiàng)基于跨文化視角的對(duì)比[D];上海外國(guó)語(yǔ)大學(xué);2011年

相關(guān)碩士學(xué)位論文 前1條

1 任偉;《紅樓夢(mèng)》中請(qǐng)求言語(yǔ)行為研究[D];大連理工大學(xué);2011年

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本文編號(hào)：1447820