【摘要】：虛詞是意義比較空靈,不能夠充當(dāng)句子基干成分的詞,虛詞的數(shù)量不多,但是卻有著非常重要的作用,而語(yǔ)氣詞作為虛詞的一個(gè)重要分類,更是現(xiàn)代漢語(yǔ)中不可或缺的一部分。正確使用語(yǔ)氣詞可以讓句子形成不同的語(yǔ)義表達(dá),“呢”是使用頻率相對(duì)較高,并且意義比較復(fù)雜的一個(gè)語(yǔ)氣詞,因而也是語(yǔ)氣詞教學(xué)中的一個(gè)重要部分。但是從學(xué)者們已有的研究成果看,我們不難發(fā)現(xiàn),大多數(shù)學(xué)者的研究重點(diǎn)都放在語(yǔ)氣詞的整體研究上,而對(duì)于“呢”的個(gè)體研究還不夠細(xì)致,因此這就需要我們通過(guò)對(duì)語(yǔ)氣詞“呢”的不斷學(xué)習(xí)和研究,對(duì)它進(jìn)行更細(xì)致的分析。由于在英語(yǔ)中,通常是依靠語(yǔ)調(diào)和語(yǔ)序來(lái)表達(dá)句子的語(yǔ)氣,因而在英語(yǔ)中幾乎沒(méi)有使用語(yǔ)氣詞的情況,因此本文的研究對(duì)象將選取以英語(yǔ)為母語(yǔ)的留學(xué)生,對(duì)他們進(jìn)行問(wèn)卷調(diào)查,分析總結(jié)留學(xué)生對(duì)于語(yǔ)氣詞“呢”在不同句類中的使用情況,并通過(guò)考察語(yǔ)氣詞“呢”在調(diào)查問(wèn)卷中出現(xiàn)的偏誤,分析留學(xué)生在該用“呢”而沒(méi)有用“呢”,不該用“呢”卻用了“呢”這兩種情況時(shí),容易出現(xiàn)偏誤的原因,進(jìn)而總結(jié)一些相關(guān)的教學(xué)策略,并據(jù)此對(duì)語(yǔ)氣詞“呢”進(jìn)行實(shí)際的教學(xué)設(shè)計(jì),希望能為語(yǔ)氣詞“呢”的對(duì)外漢語(yǔ)教學(xué)提供一定的借鑒意義。全文共分為五個(gè)部分:第一章,緒論。緒論部分主要介紹了論文的選題動(dòng)機(jī)以及寫作意義,并詳細(xì)闡述了本文的研究方法,最后對(duì)語(yǔ)氣詞“呢”已有的研究進(jìn)行了歸納總結(jié)。第二章,語(yǔ)氣詞“呢”的意義和習(xí)得情況分析。這一部分筆者首先通過(guò)總結(jié)前人對(duì)語(yǔ)氣詞“呢”意義的研究成果后,通過(guò)對(duì)比分析有無(wú)語(yǔ)氣詞“呢”的情況,分 .析了語(yǔ)氣詞“呢”最主要的語(yǔ)氣意義是表示強(qiáng)調(diào)兼提請(qǐng)注意。同時(shí),筆者通過(guò)對(duì)語(yǔ)料庫(kù)的分析發(fā)現(xiàn),不管是留學(xué)生還是本族人,對(duì)于語(yǔ)氣詞“呢”在疑問(wèn)句末的使用頻率相對(duì)較高,而在感嘆句末的使用頻率則大大低于疑問(wèn)句末的使用頻率。結(jié)合問(wèn)卷調(diào)查的數(shù)據(jù)分析,我們也得出了相同的結(jié)果,即留學(xué)生對(duì)于疑問(wèn)句末語(yǔ)氣詞“呢”的掌握最為熟練,而感嘆句末語(yǔ)氣詞“呢”則常常容易被省略或被誤用為其他的語(yǔ)氣詞,進(jìn)而詳細(xì)的分析了留學(xué)生在語(yǔ)氣詞“呢”的運(yùn)用過(guò)程中容易出現(xiàn)的偏誤現(xiàn)象,并對(duì)其偏誤進(jìn)行了分類。第三章,語(yǔ)氣詞“呢”的偏誤原因分析。本章總結(jié)了留學(xué)生在學(xué)習(xí)語(yǔ)氣詞“呢”時(shí)容易出現(xiàn)偏誤的原因。偏誤出現(xiàn)的原因主要分為外因和內(nèi)因,從外部原因來(lái)看,主要包括教材的編寫、教師的教學(xué)方法、語(yǔ)言環(huán)境的創(chuàng)造等,而從內(nèi)部原因看,主要包括母語(yǔ)負(fù)遷移,學(xué)習(xí)心態(tài)以及學(xué)習(xí)策略等原因。第四章,語(yǔ)氣詞“呢”的教學(xué)策略。這一章的內(nèi)容主要根據(jù)學(xué)生出現(xiàn)的偏誤,針對(duì)性的從教材的編寫和教師的教學(xué)方法,以及學(xué)生的學(xué)習(xí)方法等三個(gè)方面提出了相應(yīng)的教學(xué)策略,總結(jié)出在教材的編寫過(guò)程中應(yīng)該注意教材對(duì)語(yǔ)氣詞“呢”的語(yǔ)法解釋,練習(xí)應(yīng)該具有針對(duì)性,應(yīng)該提高語(yǔ)氣詞“呢”在不同句類中的復(fù)現(xiàn)率等。在教師教學(xué)方法方面,教師可以多運(yùn)用對(duì)比教學(xué)法,使用輕松活潑的課堂語(yǔ)言,設(shè)計(jì)多樣的課堂活動(dòng)等。在學(xué)生學(xué)習(xí)方法方面,首先學(xué)生應(yīng)該調(diào)整自己的學(xué)習(xí)態(tài)度,并充分利用身邊的通訊資源等。第五章,語(yǔ)氣詞“呢”的教學(xué)設(shè)計(jì)。本章主要是根據(jù)對(duì)問(wèn)卷調(diào)查的分析,以及偏誤原因的分析和教學(xué)策略的提出,從而將其用于課堂實(shí)踐中,對(duì)語(yǔ)氣詞“呢”進(jìn)行詳細(xì)的教學(xué)設(shè)計(jì),由于初級(jí)階段,學(xué)生對(duì)語(yǔ)氣詞“呢”的掌握情況能為后一階段的學(xué)習(xí)奠定一定的基礎(chǔ),因而教學(xué)設(shè)計(jì)選取楊寄洲主編的《發(fā)展?jié)h語(yǔ)之綜合教程》為教材,從中選擇課文進(jìn)行教學(xué)設(shè)計(jì)。教學(xué)設(shè)計(jì)主要包括教學(xué)設(shè)計(jì)的目的、教學(xué)的內(nèi)容和對(duì)象、以及具體實(shí)施的教學(xué)步驟。
[Abstract]:Functional words are words with relatively empty meanings and can not serve as the backbone of a sentence. The number of functional words is small, but they play a very important role. Modal words, as an important classification of functional words, are an indispensable part of modern Chinese. It is also an important part of the teaching of modal words because of its relatively high frequency and complicated meaning. However, from the existing research results of scholars, it is not difficult to find that most of the scholars focus on the overall study of modal words, while the individual study of "nao" is not detailed enough. This requires us to make a more detailed analysis of the modal word "la" through the continuous study and study of it. Because in English, usually rely on intonation and word order to express the mood of the sentence, so there is hardly any use of the modal word in English, so the object of this study will be English-speaking foreign students. By investigating the errors of the modal word "la" in the questionnaires, it is easy for foreign students to use "la" instead of "la" or "la" instead of "la" in the questionnaires. The paper is divided into five parts: Chapter 1, Introduction. The introduction mainly introduces the motivation of choosing the topic and the writing of the thesis. In the second chapter, the meaning and acquisition of the modal word "nao" are analyzed. In this part, the author first summarizes the predecessors'research results on the meaning of the modal word "nao", and then makes a comparative analysis of the modal word "nao". Meanwhile, through the corpus analysis, the author finds that the frequency of the use of the modal word "la" at the end of interrogative sentences is relatively high for both foreign students and native speakers, while the frequency of use at the end of exclamatory sentences is much lower than that at the end of interrogative sentences. According to the data analysis of the questionnaire, we also get the same result, that is, the foreign students are most proficient in mastering the modal word "niao" at the end of the interrogative sentence, while the modal word "niao" at the end of the exclamatory sentence is often omitted or misused as other modal words, and then analyze the modal word "niao" in detail. In the third chapter, the reasons for the errors of the modal word "nao" are analyzed. This chapter summarizes the reasons for the errors of the foreign students in learning the modal word "nao". The causes of the errors are mainly divided into external and internal causes, mainly including external causes. The compilation of textbooks, teachers'teaching methods, the creation of language environment, and from the internal reasons, mainly including negative transfer of mother tongue, learning mentality and learning strategies. In the process of compiling the textbook, we should pay attention to the grammatical interpretation of the modal word "la". The exercises should be targeted and the recurrence rate of the modal word "la" in different sentence categories should be improved. In the aspect of students'learning methods, first of all, students should adjust their learning attitudes and make full use of the communication resources around them. Chapter 5, the teaching design of the modal word "nah". This chapter is mainly based on the analysis of the questionnaire survey. And the analysis of the causes of the errors and the suggestion of the teaching strategies are put forward so as to apply them to the classroom practice and make a detailed teaching design of the modal word "nao". Because the students'mastery of the modal word "nao" in the primary stage can lay a certain foundation for the later stage of learning, the teaching design chooses "developing Han" edited by Yang Jizhou. The teaching design mainly includes the purpose of teaching design, the content and object of teaching, and the concrete teaching steps.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：H195.3

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 王彥杰;;“著呢”句式中形容詞性成分的使用情況考察[J];世界漢語(yǔ)教學(xué);2010年02期

2 申莉;;從認(rèn)知角度看語(yǔ)氣詞“呢”的功能及用法[J];語(yǔ)文研究;2009年01期

3 徐棠;胡秀梅;;母語(yǔ)負(fù)遷移對(duì)日本留學(xué)生學(xué)習(xí)語(yǔ)氣詞“呢”的影響[J];語(yǔ)言文字應(yīng)用;2007年S1期

4 李文山;;句末助詞“著呢”補(bǔ)談[J];語(yǔ)言教學(xué)與研究;2007年05期

5 謝白羽;;略論語(yǔ)氣詞“呢”的完句功能在對(duì)外漢語(yǔ)教學(xué)中的運(yùn)用[J];上海大學(xué)學(xué)報(bào)(社會(huì)科學(xué)版);2007年03期

6 周士宏;申莉;;“呢_2”的功能、用法及在對(duì)外漢語(yǔ)教學(xué)中的應(yīng)對(duì)策略[J];世界漢語(yǔ)教學(xué);2006年02期

7 齊滬揚(yáng);“呢”的意義分析和歷史演變[J];上海師范大學(xué)學(xué)報(bào)(哲學(xué)社會(huì)科學(xué)版);2002年01期

8 李大勤;“WP呢?”問(wèn)句疑問(wèn)功能的成因試析[J];語(yǔ)言教學(xué)與研究;2001年06期

9 楊德峰;;初級(jí)漢語(yǔ)教材語(yǔ)法點(diǎn)確定、編排中存在的問(wèn)題──兼議語(yǔ)法點(diǎn)確定、編排的原則[J];世界漢語(yǔ)教學(xué);2001年02期

10 楊寄洲!100083;對(duì)外漢語(yǔ)教學(xué)初級(jí)階段語(yǔ)法項(xiàng)目的排序問(wèn)題[J];語(yǔ)言教學(xué)與研究;2000年03期

，

本文編號(hào)：2183500