本文選題：初級(jí)漢語(yǔ)教材 + 典型語(yǔ)氣助詞��； 參考：《陜西師范大學(xué)》2012年碩士論文

【摘要】：本文在前人研究的基礎(chǔ)上,對(duì)五套初級(jí)漢語(yǔ)教材中典型語(yǔ)氣助詞“嗎、呢、吧、啊”的編排進(jìn)行了考察,從課文、語(yǔ)法解釋和練習(xí)三個(gè)方面分析了教材中這些典型語(yǔ)氣助詞。在分析結(jié)果的基礎(chǔ)上,根據(jù)前人時(shí)賢的研究成果和三個(gè)平面理論、對(duì)外漢語(yǔ)教學(xué)理論、對(duì)比語(yǔ)言學(xué)理論,針對(duì)教材中語(yǔ)氣助詞的編排,本文提出了意見(jiàn)和建議。全文共分為四個(gè)部分： 一、緒論部分簡(jiǎn)要回顧了典型語(yǔ)氣助詞“嗎、呢、吧、啊”的研究狀況,發(fā)現(xiàn)對(duì)這些語(yǔ)氣助詞的本體研究還依然停留于句法語(yǔ)義方面,并且學(xué)術(shù)界對(duì)這些語(yǔ)氣助詞的語(yǔ)氣意義的研究還沒(méi)有形成定論。對(duì)這些語(yǔ)氣助詞的語(yǔ)用功能進(jìn)行深入研究的文章不多。在對(duì)外漢語(yǔ)教學(xué)方面,典型語(yǔ)氣助詞“嗎、呢、吧、啊”的研究成果遠(yuǎn)沒(méi)有本體方面的豐富,并且多集中在語(yǔ)氣助詞的疑問(wèn)句用法的習(xí)得研究上。在已有研究成果的基礎(chǔ)上,筆者確立了本文的研究方向和目標(biāo)。 二、運(yùn)用描寫(xiě)和對(duì)比的方法考察了《漢語(yǔ)基礎(chǔ)》、《初級(jí)漢語(yǔ)課本》、《新實(shí)用漢語(yǔ)課本》(1、2)、《博雅漢語(yǔ)》(Ⅰ Ⅱ)和《目標(biāo)漢語(yǔ)·基礎(chǔ)篇》(1-4冊(cè))這五套教材中典型語(yǔ)氣助詞“嗎、呢、吧、啊”所在的課文、語(yǔ)法解釋和練習(xí)設(shè)計(jì)。通過(guò)和本族人在不同句式中使用語(yǔ)氣助詞的使用率相比,我們發(fā)現(xiàn)這五套教材對(duì)典型語(yǔ)氣助詞“嗎、呢、吧、啊”的編排基本上是按照本族人的使用率的高低編排的。但是教材中“嗎、呢、吧、啊”的有些用例的比率很低。語(yǔ)氣助詞在課文中首現(xiàn)之后,在其后的課文中也進(jìn)行了復(fù)現(xiàn)。在語(yǔ)法點(diǎn)解釋方面,這五套教材對(duì)典型語(yǔ)氣助詞的解釋多是從句法、語(yǔ)義的角度進(jìn)行描述性地解釋,沒(méi)有解釋這些語(yǔ)氣助詞使用的條件、場(chǎng)合等。沒(méi)有語(yǔ)境,語(yǔ)氣助詞的運(yùn)用特點(diǎn)很難體現(xiàn)。這五套教材在解釋語(yǔ)氣助詞時(shí),給出的例句大部分是單句。除了《漢語(yǔ)基礎(chǔ)》對(duì)例句有外語(yǔ)翻譯外,其他四部教材都沒(méi)有對(duì)例句進(jìn)行翻譯。在練習(xí)方面,《漢語(yǔ)基礎(chǔ)》沒(méi)有“嗎、呢、吧、啊”的相關(guān)練習(xí)�！冻跫�(jí)漢語(yǔ)課本》的練習(xí)形式還有待豐富,練習(xí)數(shù)量也有待增加�！恫┭艥h語(yǔ)》(Ⅰ Ⅱ)和《目標(biāo)漢語(yǔ)·基礎(chǔ)篇》(1-4冊(cè))的練習(xí)形式比較多樣�！缎聦�(shí)用漢語(yǔ)課本》(1、2)的練習(xí)形式最為豐富,不但有課堂練習(xí),還有綜合練習(xí)冊(cè)。這說(shuō)明漢語(yǔ)教材的編寫(xiě)者對(duì)語(yǔ)氣助詞練習(xí)的重視程度有很大差別。 三、本章根據(jù)自己對(duì)教材的考察和分析,運(yùn)用三個(gè)平面理論、對(duì)外漢語(yǔ)教學(xué)理論和對(duì)比語(yǔ)言學(xué)理論,從課文、語(yǔ)法解釋、練習(xí)、漢外對(duì)比方面對(duì)初級(jí)漢語(yǔ)教材的編寫(xiě)提出了意見(jiàn)和建議。在課文方面,教材編寫(xiě)者應(yīng)調(diào)整語(yǔ)氣助詞在各句式中的使用率。選擇的會(huì)話內(nèi)容必須來(lái)源于客觀語(yǔ)料。同時(shí),必須保證語(yǔ)氣助詞所在的話輪的轉(zhuǎn)接自然和流暢。在語(yǔ)法解釋方面,應(yīng)介紹和語(yǔ)氣助詞相關(guān)的格式及同現(xiàn)的常用副詞,設(shè)置語(yǔ)境和對(duì)例句進(jìn)行翻譯。在練習(xí)方面,應(yīng)編排設(shè)計(jì)多樣化的練習(xí),增加練習(xí)的數(shù)量,讓學(xué)生的練習(xí)更有效。 四、本章對(duì)本文進(jìn)行了總結(jié),指出了本文的不足之處。
[Abstract]:On the basis of previous studies, this paper makes an investigation on the arrangement of the typical mood auxiliary word ", it, bar, ah" in the five sets of primary Chinese textbooks, and analyzes these typical modal particles in the three aspects of text, grammar interpretation and practice. On the basis of the analysis results, according to the research results of the predecessors and the three plane theories, The teaching theory of Chinese as a foreign language and the theory of contrastive linguistics have put forward suggestions and suggestions for the arrangement of modal auxiliaries in textbooks. The full text is divided into four parts.
First, the part of the introduction briefly reviews the research status of the typical modal particle, "do it, bar, ah", and finds that the noumenon research of these modal auxiliaries still remains in the syntactic and semantic aspects, and the academic circles have not yet formed a definite theory on the study of the modal meaning of these modal particles. There are not many articles in the study. In the teaching of Chinese as a foreign language, the study of the typical modal particle "is it, it, ah, ah" is far from the rich and concentrated in the study of the use of interrogative sentences in mood auxiliary words. On the basis of the existing research results, the author has established the research direction and goal of this paper.
Two, using the method of description and comparison, we examine the text, grammar explanation and practice design in the five sets of textbooks, such as "Chinese Foundation >" primary Chinese textbook > "new practical Chinese textbook > (1,2)," Boya Chinese > "(I II) and" target Chinese "(1-4 Books). Compared with the use of mood auxiliary words, we find that the five sets of textbooks are basically arranged according to the rate of use of the people, but the ratio of some use cases in the textbook is very low. In the grammatical point explanation, the explanation of the grammatical point is that the explanation of the typical modal particles is mostly explained from the perspective of syntax and semantics, and does not explain the conditions for the use of these mood auxiliaries, the situation and so on. There is no context, and the use of the mood auxiliary words is difficult to reflect. The five sets of materials are used to explain the mood auxiliary words. Most of the examples are single sentences. Except for the translation of the basic Chinese language, the other four textbooks have not translated the examples. In practice, the Chinese foundation does not have the related exercises of "is it, it, ah, ah". The practice form of the primary Chinese textbook is still to be enriched and the number of practice needs to be increased. I II) and < target Chinese and basic text > (1-4 volumes) have various forms of practice. < New Practical Chinese textbook > (1,2) is the most abundant practice form, not only in class practice but also in comprehensive exercise books. This shows that the writer of Chinese textbooks has a great difference in the importance of the language auxiliary word exercises.
Three, this chapter, based on the investigation and analysis of the teaching materials, uses three plane theories, the theory of teaching Chinese as a foreign language and the theory of contrastive linguistics, and puts forward some suggestions and suggestions for the compilation of primary Chinese textbooks from the aspects of text, grammatical interpretation, practice and comparison between Chinese and foreign countries. At the same time, the selected conversation must be derived from the objective corpus. At the same time, it is necessary to ensure the transfer of the word wheel of the mood auxiliary word. In the grammatical interpretation, we should introduce the format of the auxiliary word and the common adverbs in common use, set up the context and translate the examples. In practice, we should arrange a variety of design practice. Learn to increase the number of exercises to make students practice more effectively.
Four, this chapter summarizes the article and points out the shortcomings of this article.
【學(xué)位授予單位】：陜西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類(lèi)號(hào)】：H195.4

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