本文選題：能愿動(dòng)詞“可以” + 意義與用法　； 參考：《華中師范大學(xué)》2014年碩士論文

【摘要】：能愿動(dòng)詞“可以”不僅是現(xiàn)代漢語(yǔ)研究較為薄弱的環(huán)節(jié),也是外國(guó)留學(xué)生學(xué)習(xí)漢語(yǔ)能愿動(dòng)詞的重點(diǎn)和難點(diǎn)。由于同一個(gè)能愿動(dòng)詞有不同的義項(xiàng),而不同的能愿動(dòng)詞又有相同的語(yǔ)義交叉,這就使很多留學(xué)生在學(xué)習(xí)“可以”的意義和用法時(shí)出現(xiàn)了大量的偏誤。因此,學(xué)習(xí)能愿動(dòng)詞“可以”就成了對(duì)外漢語(yǔ)教學(xué)的重點(diǎn)和難點(diǎn)。 為了提高對(duì)外漢語(yǔ)的教學(xué)效率,幫助留學(xué)生熟練地掌握漢語(yǔ)能愿動(dòng)詞“可以”的用法,本文根據(jù)外國(guó)學(xué)者Palmer對(duì)能愿動(dòng)詞的研究,把能愿動(dòng)詞“可以”分為兩種用法,一種是動(dòng)力情態(tài),一種是道義情態(tài),同時(shí)在大量總結(jié)前人的研究成果基礎(chǔ)上,主要探究了能愿動(dòng)詞“可以”的五種基本語(yǔ)義,并對(duì)比了“能”“May”和“可以”的區(qū)別,幫助留學(xué)生全面準(zhǔn)確地掌握“可以”的用法。然后,通過(guò)對(duì)HSK動(dòng)態(tài)作文語(yǔ)料庫(kù)和問(wèn)卷調(diào)查的統(tǒng)計(jì)和分析,筆者將留學(xué)生產(chǎn)生的偏誤進(jìn)行了分類,即：遺漏偏誤、錯(cuò)序偏誤、誤加偏誤和混用偏誤等。從而充分了解初中級(jí)留學(xué)生對(duì)“可以”的使用情況,為能愿動(dòng)詞的教學(xué)提供了依據(jù),也為之后“可以”的對(duì)外漢語(yǔ)教學(xué)設(shè)計(jì)提供了參考。最后,筆者大膽創(chuàng)新將任務(wù)型教學(xué)模式引入“3P"教學(xué)模式形成了“3P型的任務(wù)教學(xué)模式”,創(chuàng)新了對(duì)外漢語(yǔ)教學(xué)設(shè)計(jì),提高了對(duì)外漢語(yǔ)教學(xué)效率。
[Abstract]:The verb "can" is not only a weak link in the study of modern Chinese, but also a key and difficult point for foreign students to learn Chinese verbs. Since the same verb has different meanings and the different verbs have the same semantic crossover, many foreign students have a lot of errors in learning the meaning and usage of "can". Therefore, learning the verb "can" has become the focus and difficulty in teaching Chinese as a foreign language. In order to improve the efficiency of teaching Chinese as a foreign language and help foreign students to master the usage of "can" in Chinese, this paper divides the verb "can" into two kinds according to the study of "can" by Palmer, a foreign scholar. One is dynamic modality, the other is deontic modality. At the same time, on the basis of summing up the previous research results, this paper mainly explores the five basic semantics of "can", and compares the difference between "can" May "and" can ". To help foreign students to fully and accurately grasp the use of "can". Then, through the statistics and analysis of HSK dynamic composition corpus and questionnaire survey, the author classifies the errors produced by foreign students, such as omission error, wrong order error, error plus error and mixed error, etc. Therefore, we can fully understand the use of "can" by junior and middle school students, which provides a basis for the teaching of the verb "can wish", and also provides a reference for the teaching design of "can" in teaching Chinese as a foreign language. Finally, the author boldly innovates and introduces the task-based teaching model into the "3P" teaching mode, forms the "3P-type task-based teaching model", innovates the design of teaching Chinese as a foreign language, and improves the efficiency of teaching Chinese as a foreign language.
【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】：2014
【分類號(hào)】：H195.3

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本文編號(hào)：1870146