本文選題：只好 + 只能��； 參考：《河北師范大學》2013年碩士論文

【摘要】：本文的主要研究對象是“只好、只能、只得、只有、不得不”這五個表示將就的語氣副詞。語氣副詞大多表示某種語氣,主觀性強,教師的講解局限于課本脫離實際生活,詞典的解釋也不能滿足教學與學習精細化的需求,加之目前語氣副詞對其各小類之間的研究還不夠完善,這些都給教學帶來了一定的困難。 為了解決這一教學難點,筆者搜集大量語料,從語料入手對這組副詞進行比較分析,總結出每個詞語的用法,通過對實際對外漢語課堂教學的觀摩,找出課堂教學中存在的問題,進而提出對外漢語教學中這組語氣副詞的教學建議,希望為對外漢語教學盡自己的一點綿薄之力。 本文共分為五章：第一章介紹了本文選題的目的和意義,對研究現(xiàn)狀進行了綜述,并對本文研究的主要內容,語料和附表的來源,研究重點、難點與創(chuàng)新點進行了說明；第二章主要對“只好、只能、只得、只有、不得不”這五個語氣副詞進行偏誤分析,歸納出在使用過程中經(jīng)常出現(xiàn)的問題；第三章首先從語料入手,總結“只好、只能、只得、只有、不得不”這五個副詞的用法,并根據(jù)第二章的分析結果,對在使用過程中容易混淆的詞語進行比較,找出他們之間的異同；第四章在前三章研究的基礎上,并通過對實際對外漢語課堂教學的觀摩,對課堂教學提出了五點建議。最后一章是本文的結語,對本文的研究成果進行了一個總結,并指出本文還需要改進的地方。
[Abstract]:The main research object of this paper is "only, have" these five modal adverbs. Most of the modal adverbs indicate a certain mood, strong subjectivity, the teacher's explanation is limited to the textbook divorced from the actual life, the dictionary interpretation can not meet the needs of teaching and learning refinement, In addition, the current study of mood adverbs between its subcategories is not perfect, which has brought some difficulties to the teaching. In order to solve this teaching difficulty, the author collects a large amount of corpus, compares and analyzes the adverbs from the corpus, summarizes the usage of each word, and observes the actual teaching of Chinese as a foreign language. To find out the existing problems in classroom teaching, and then put forward the teaching suggestions of this group of mood adverbs in teaching Chinese as a foreign language, hoping to do their best for teaching Chinese as a foreign language. This paper is divided into five chapters: the first chapter introduces the purpose and significance of this topic, summarizes the status quo of the research, and explains the main contents of this study, the source of the corpus and the schedule, the focus of the research, the difficulties and innovations; The second chapter mainly analyzes the errors of the five modal adverbs "just, can only, have, have to", and sums up the problems that often occur in the process of use. Chapter three begins with the corpus and concludes that "only, can only," Only, must "the usage of these five adverbs", and according to the analysis result of the second chapter, carry on the comparison to the words that are easy to confuse in the process of using, find out the similarities and differences between them; the fourth chapter is based on the research of the first three chapters. Through the observation of the actual teaching of Chinese as a foreign language, this paper puts forward five suggestions for classroom teaching. The last chapter is the conclusion of this paper.
【學位授予單位】：河北師范大學
【學位級別】：碩士
【學位授予年份】：2013
【分類號】：H195.3

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本文編號：1915955