本文選題：對(duì)外漢語(yǔ) + 話語(yǔ)標(biāo)記語(yǔ)��； 參考：《東北師范大學(xué)》2017年碩士論文

【摘要】：一般來(lái)說(shuō),在對(duì)外漢語(yǔ)日常教學(xué)活動(dòng)中,教師的主要關(guān)注點(diǎn)是漢語(yǔ)的詞匯、語(yǔ)法以及一些重要的本體知識(shí),然后從定期考試的卷面情況來(lái)考查和評(píng)定學(xué)生對(duì)漢語(yǔ)的掌握情況。針對(duì)口語(yǔ)的教學(xué)和測(cè)評(píng),通常會(huì)采取一些比較官方且正式的問(wèn)題來(lái)進(jìn)行,比如對(duì)某一事情的觀點(diǎn)和看法、請(qǐng)你描述某事等等,忽略了對(duì)學(xué)生話語(yǔ)互動(dòng)能力的考查和評(píng)估。我們通常會(huì)遇到許多筆試試卷成績(jī)很高,在日常交流中卻錯(cuò)誤百出的學(xué)生。他們經(jīng)常出現(xiàn)的問(wèn)題諸如詞不達(dá)意、所答非所問(wèn)、或者忽略某些詞匯或語(yǔ)句的情感表述造成談話雙方的不愉快等,這些問(wèn)題有一部分是由于學(xué)生不熟悉漢語(yǔ)話語(yǔ)標(biāo)記語(yǔ)導(dǎo)致的。話語(yǔ)標(biāo)記語(yǔ)幾乎應(yīng)用于所有的語(yǔ)言當(dāng)中,并以多種形式存在。它是一種十分常見(jiàn)而又非常重要的語(yǔ)言現(xiàn)象,具備語(yǔ)篇組織、語(yǔ)境順應(yīng)、人際互動(dòng)等多種功能,所以,雖然話語(yǔ)標(biāo)記語(yǔ)在句中幾乎沒(méi)有真實(shí)意義,但是它可以附加說(shuō)話人的情感,幫助信息接收者理解信息發(fā)出者的真實(shí)意圖,使交談得以順利進(jìn)行�？梢哉f(shuō),能否運(yùn)用好話語(yǔ)標(biāo)記語(yǔ)對(duì)于交際中的理解和表達(dá)十分重要。當(dāng)前,關(guān)于話語(yǔ)標(biāo)記語(yǔ)的研究主要集中在英語(yǔ)領(lǐng)域,而針對(duì)漢語(yǔ)領(lǐng)域的研究還比較少,并且主要是對(duì)某一個(gè)個(gè)體的研究,缺少系統(tǒng)的總結(jié)和論述。這是導(dǎo)致漢語(yǔ)教師有意無(wú)意地忽略對(duì)話語(yǔ)標(biāo)記語(yǔ)的講解和操練的主要原因。教師不重視話語(yǔ)標(biāo)記教學(xué)的另外一個(gè)很重要的原因就是缺乏一個(gè)系統(tǒng)的關(guān)于話語(yǔ)標(biāo)記語(yǔ)的教學(xué)方法。而學(xué)生由于在課堂中接觸不到話語(yǔ)標(biāo)記的知識(shí)和訓(xùn)練,在日常交流中很自然地對(duì)出現(xiàn)的話語(yǔ)標(biāo)記采取回避策略,或者在理解的時(shí)候只是單純的解讀說(shuō)話者語(yǔ)言的字面意思,而忽略說(shuō)話者語(yǔ)言中的附加情感或者隱含語(yǔ)意,使交際雙方出現(xiàn)信息誤差甚至誤解。筆者希望本文對(duì)于話語(yǔ)標(biāo)記語(yǔ)的研究為話語(yǔ)標(biāo)記語(yǔ)的教學(xué)提供一些參考和建議,使學(xué)生能夠在課堂中更多的接觸話語(yǔ)標(biāo)記的相關(guān)知識(shí)和使用方法,從而掌握更為地道的漢語(yǔ)。本文除了引言和結(jié)語(yǔ),主體部分共分四個(gè)部分,引言主要介紹了選題背景、研究的意義和目的、研究方法與研究設(shè)計(jì)以及研究的重點(diǎn)和難點(diǎn)。第一部分對(duì)話語(yǔ)標(biāo)記語(yǔ)的研究現(xiàn)狀進(jìn)行簡(jiǎn)單的綜述,并分析其特征與分類,同時(shí)還對(duì)與本研究相關(guān)的理論基礎(chǔ)進(jìn)行了解釋和說(shuō)明。第二部分是通過(guò)學(xué)生調(diào)查問(wèn)卷得到的數(shù)據(jù)分析學(xué)生話語(yǔ)標(biāo)記語(yǔ)的使用情況,考察學(xué)生的使用偏誤并分析成因。第三部分是在教師問(wèn)卷調(diào)查的基礎(chǔ)上分析教師在話語(yǔ)標(biāo)記語(yǔ)教學(xué)中存在的問(wèn)題并分析其原因。第四部分是在前面發(fā)現(xiàn)問(wèn)題和分析問(wèn)題成因的基礎(chǔ)上,給出的教與學(xué)的建議。結(jié)語(yǔ)是對(duì)本文的觀點(diǎn)和結(jié)論的回顧和梳理。
[Abstract]:Generally speaking, in the daily teaching activities of Chinese as a foreign language, the teacher's main focus is on the vocabulary, grammar and some important knowledge of the Chinese language. For the teaching and evaluation of oral English, some official and formal questions are usually adopted, such as views and opinions on something, please describe something, and so on, neglecting the examination and evaluation of the students' ability to interact with each other. We usually encounter many students who do well in written exams and are riddled with errors in their daily communication. Some of these problems are caused by the students' unfamiliarity with the Chinese discourse markers, such as the lack of the meaning of the words, the incongruity of the answers or the neglect of the emotional expressions of some words or sentences, and so on, and some of these problems are caused by the students' unfamiliarity with the Chinese discourse markers. Discourse markers are used in almost all languages and exist in many forms. It is a very common and important language phenomenon, which has many functions, such as text organization, contextual adaptation, interpersonal interaction and so on. Therefore, although discourse markers have little real meaning in sentences, But it can add the speaker's emotion, help the message receiver to understand the real intention of the message sender, and make the conversation go smoothly. It can be said that the use of discourse markers is very important for the understanding and expression of communication. At present, the research on discourse markers is mainly focused on the English field, but the research on the Chinese field is still relatively few, and mainly on a certain individual research, lack of systematic summary and discussion. This is the main reason why Chinese teachers ignore the explanation and practice of discourse markers. Another important reason why teachers do not attach importance to the teaching of discourse markers is the lack of a systematic teaching method of discourse markers. However, students can't get into contact with the knowledge and training of discourse markers in class, so they naturally take avoidance strategies to the emerging discourse markers in their daily communication, or they can only interpret the literal meaning of the speaker's language when they understand them. Ignoring the additional emotion or implied meaning in the speaker's language leads to information errors and misunderstandings. The author hopes that the study of discourse markers in this paper will provide some references and suggestions for the teaching of discourse markers so that students can have more contact with the relevant knowledge and methods of using discourse markers in class so as to master more authentic Chinese. In addition to the introduction and conclusion, the main part is divided into four parts. The introduction mainly introduces the background of the topic, the significance and purpose of the research, the research method and design, as well as the emphases and difficulties of the research. The first part gives a brief overview of the current research situation of discourse markers, analyzes their characteristics and classification, and explains the theoretical basis of this study. The second part is to analyze the use of student discourse markers through the data obtained from the questionnaire, to investigate the students' use errors and to analyze the causes. The third part analyzes the teachers' problems in the teaching of discourse markers on the basis of teachers' questionnaire survey. In the fourth part, the teaching and learning suggestions are given on the basis of finding problems and analyzing the causes of the problems. The conclusion is a review of the views and conclusions of this paper.
【學(xué)位授予單位】：東北師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：H195

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