本文關(guān)鍵詞：基于對外漢語教學(xué)的反問式應(yīng)答語的考察與研究　出處：《山東大學(xué)》2014年碩士論文　論文類型：學(xué)位論文

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【摘要】：反問句是一種在語言交際中使用非常頻繁的句式。在既往的研究中,學(xué)者們對于反問句的語義、語用功能的研究也非常廣泛。然而,這些研究多集中在會話結(jié)構(gòu)的問句部分,對于反問式應(yīng)答語,即：以一個反問句作為答語回應(yīng)前一個問句的語言現(xiàn)象(此處的問句非狹義上的疑問句,而是廣義的引發(fā)語范疇),其研究卻十分鮮見。 筆者認為僅僅研究反問句作為問答系統(tǒng)的問語是不夠的,因為答語亦是會話結(jié)構(gòu)中的重要組成部分。不同的反問句應(yīng)答方式有什么不同的表達作用；同一結(jié)構(gòu)形式的反問句應(yīng)答方式在不同的語境下有什么不同的話語功能,這些都是需要研究的問題。因此,本文借助260萬的口語體語料,對反問句作為應(yīng)答語的結(jié)構(gòu)形式、語義、語用功能等進行分析,旨在運用語用學(xué)、會話結(jié)構(gòu)等理論對這一現(xiàn)象進行闡釋。 首先,筆者在綜述學(xué)界對反問句研究的基礎(chǔ)上,對對外漢語教學(xué)大綱中出現(xiàn)的反問式應(yīng)答語進行了分類,利用筆者自建的口語語料庫,從語義、語用等角度對其考察分析,得出結(jié)論：反問句作為應(yīng)答語時,表面看起來違背了“合作原則”,其實質(zhì)是為了保證交際活動的順利進行。使用反問式應(yīng)答語,是說話者深層言語目的的表現(xiàn),是受語境、語用以及引發(fā)語等影響和制約的。 最后,筆者依托語料中的超過10%比例的反問式應(yīng)答語作為考察對象,以中高級水平漢語學(xué)習(xí)者為受測對象,考察學(xué)生對該知識點的習(xí)得情況并進行分析,從而對教材編寫和教學(xué)提出建議。
[Abstract]:Rhetorical question is a kind of sentence structure which is frequently used in language communication. In previous studies, scholars have studied the semantic and pragmatic functions of rhetorical questions very widely. Most of these studies focus on the question part of the conversational structure. For rhetorical responders, that is, the linguistic phenomenon of using a rhetorical question as a response to the previous question (the question here is not a narrow interrogative sentence). It is a broad sense of the category of elicitor, but its research is very rare. The author thinks that it is not enough to study the rhetorical question as a question and answer system, because the answer is also an important part of the conversational structure. It is necessary to study the different utterance functions of the rhetorical response in the same structural form in different contexts. Therefore, this paper makes use of the 2.6 million colloquial corpus. This paper analyzes the structural forms, semantics and pragmatic functions of rhetorical questions as responders in order to explain this phenomenon by using the theories of pragmatics and conversational structure. First of all, on the basis of summarizing the research of rhetorical questions in academic circles, the author classifies the rhetorical responders in the syllabus of teaching Chinese as a foreign language, and makes use of the oral corpus built by the author from the semantics. From the perspective of pragmatics and other aspects, it is concluded that rhetorical questions, as responders, seem to violate the "principle of cooperation" on the surface, and their essence is to ensure the smooth progress of communicative activities. It is the expression of the speaker's deep speech purpose, which is influenced and restricted by context, pragmatics and trigger language. Finally, the author relies on more than 10% proportions of rhetorical responses in the corpus as the object of investigation, taking the middle and advanced level Chinese learners as the subjects to investigate and analyze the acquisition of this knowledge point by the students. Therefore, some suggestions are put forward for the compilation and teaching of teaching materials.
【學(xué)位授予單位】：山東大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2014
【分類號】：H195

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