【摘要】： 現代漢語疑問句作為漢語當中一種重要的句式,一直是人們關注研究的焦點。疑問句的本體研究經過多年地發(fā)展已經得出很多優(yōu)秀的論文著作,理論成果。但是本體研究對于疑問句對外教學的指導作用并不顯著,并且在對外漢語教學領域關于漢語疑問句系統(tǒng)的教學和習得研究的文章并不多見。 本文的主要內容就是以漢語疑問句為調查對象,研究韓國初級中級成人學習者和兒童學習者漢語疑問句的教學和習得情況。文章首先對漢語疑問句本體研究的相關內容做簡單地回顧;然后對所選取的對外漢語語法著作,教學大綱中的疑問句系統(tǒng)進行考察,用以說明漢語疑問句本體系統(tǒng)和對外教學系統(tǒng)的差別,在此基礎上再對韓國仁濟大學和金海市小學所使用的漢語教材中的疑問句系統(tǒng)進行橫向上和縱向上的詳細考察,用以說明兩類學習者在疑問句這一語法項目上教學情況的異同;接著對仁濟大學初級中級成人學習者和金海市小學初級中級兒童學習者疑問句的習得情況進行調查,分析結果,總結錯誤,說明原因;最后通過調查的總結和原因的分析說明兩類學習者漢語疑問句系統(tǒng)的習得情況和特點異同,在此基礎上分別提出符合兩類學習者各自學習規(guī)律的科學有效的疑問句教學策略。
[Abstract]:As an important sentence pattern in Chinese, interrogative sentences in modern Chinese have always been the focus of attention. After years of development, the ontology research of interrogative sentences has obtained a lot of excellent papers and theoretical results. However, ontology research plays an important role in the teaching of interrogative sentences as a foreign language, and there are few articles on the teaching and acquisition of Chinese interrogative sentences in the field of teaching Chinese as a foreign language. The main content of this paper is to study the teaching and acquisition of Chinese interrogative sentences by Korean junior and intermediate adult learners and children. Firstly, this paper briefly reviews the related contents of the ontology of Chinese interrogative sentences. Then the interrogative sentence system in the selected grammar works and syllabus of Chinese as a foreign language is investigated in order to explain the difference between the ontology system of Chinese interrogative sentences and the foreign teaching system. On this basis, the interrogative sentence system in the Chinese teaching materials used by Renji University and Jinhai Primary School in Korea is investigated in detail horizontally and vertically to illustrate the similarities and differences between the two types of learners in the grammar project of interrogative sentences. Then it investigates the acquisition of interrogative sentences between junior and intermediate adult learners in Renji University and junior and intermediate children in Jinhai Primary School, analyzes the results, summarizes the mistakes and explains the reasons. Finally, through the summary of the investigation and the analysis of the reasons, this paper explains the similarities and differences in the acquisition and characteristics of the two types of learners' Chinese interrogative sentence system, and on this basis, puts forward scientific and effective interrogative teaching strategies in accordance with the respective learning laws of the two types of learners.
【學位授予單位】：華中師范大學
【學位級別】：碩士
【學位授予年份】：2009
【分類號】：H195

【引證文獻】

相關期刊論文 前2條

1 陳香蘭;;現代漢語疑問句意義偏離的語境觀與高層轉喻機制[J];外語學刊;2012年06期

2 賀然;;對外漢語疑問句教學研究綜述[J];現代語文(語言研究版);2012年01期

相關碩士學位論文 前7條

1 劉延華;疑問標記、焦點與對外漢語疑問句教學[D];吉林大學;2011年

2 鐘梅芬;泰國中學漢語教材疑問句系統(tǒng)考察及學生習得情況分析[D];暨南大學;2010年

3 賀然;泰國學生漢語疑問句偏誤分析[D];廣西民族大學;2012年

4 廖偉;泰國中學生漢語疑問句習得偏誤研究[D];湖南師范大學;2013年

5 江雯琴;日本留學生疑問句習得研究[D];西南大學;2013年

6 古思蒂;印尼學生漢語特指問句習得研究[D];福建師范大學;2013年

7 游青青;菲律賓中學生漢語正反問句習得情況考察[D];福建師范大學;2013年

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本文編號：2479267