留學(xué)生現(xiàn)代漢語語氣詞“吧”習(xí)得研究
發(fā)布時間：2018-08-03 08:40
【摘要】：在現(xiàn)代漢語虛詞中，語氣詞是表達(dá)情態(tài)和傳遞信息的一個重要類型，它們本身的語義空泛抽象,但卻有助于實詞表情達(dá)意。但與實詞相比，它們的用法卻復(fù)雜靈活得多。在對外漢語教學(xué)中，既要向?qū)W生介紹每一類詞的共同特點，還要辨別每一個詞的不同用法�！鞍伞笔鞘褂妙l率極高的一個語氣詞，但在對外漢語教學(xué)的研究中還是以教材研究居多，對留學(xué)生的習(xí)得順序和偏誤研究還十分薄弱，而且，在實際的對外漢語教學(xué)中，教師和學(xué)生往往容易忽視這一語氣詞的重要作用，以至于在使用時造成亂用或誤用。因此，全面系統(tǒng)地研究留學(xué)生“吧”的習(xí)得順序和偏誤規(guī)律十分必要。 針對對外漢語教學(xué)的實際，在多年來學(xué)者們對這一語氣詞研究的基礎(chǔ)上，將語氣詞“吧”的用法分為八個具體類別。采用分析留學(xué)生中介語語料以及設(shè)計客觀測試題兩種方法，初步總結(jié)出漢語習(xí)得者們對這八種用法的掌握情況。 具體方法是對HSK動態(tài)作文語料庫中的中介語語料進(jìn)行窮盡式的整理，從留學(xué)生作文中選取含有語氣詞“吧”的句子共1700句作為分析對象，并設(shè)計客觀測試題，將回收到的測試結(jié)果進(jìn)行匯總整理，再將中介語語料中“吧”不同用法的準(zhǔn)確使用率和客觀測試題的結(jié)果進(jìn)行比對，可以發(fā)現(xiàn)留學(xué)生對“吧”不同用法的習(xí)得情況呈現(xiàn)出一定規(guī)律性。假設(shè)留學(xué)生對某一語法項目的正確使用率與習(xí)得順序是高度吻合的，通過上述研究即可初步得出這樣的結(jié)論：留學(xué)生對語氣詞“吧”不同用法的習(xí)得順序是“表示建議、命令、請求→表示揣測→表示舉例→其他”。此外，，還可以進(jìn)一步總結(jié)出：在八種用法中只有三項被普遍掌握，其他用法如“表示語氣停頓”、“成對出現(xiàn)表示交替假設(shè)”、“表示讓步”等的習(xí)得呈現(xiàn)混亂無序的狀態(tài)，并且在中介語語料中出現(xiàn)的頻率非常很低，有些用法只有非常有限的語料可供參考。 研究語料的過程中可以看到，留學(xué)生習(xí)得語氣詞“吧”時出現(xiàn)的偏誤同樣有規(guī)律可循，依然將HSK動態(tài)作文語料庫中的中介語語料作為分析對象，總結(jié)出共有“與其他語氣詞之間錯用”、“漏用”、“使用贅余”三種偏誤類型。同時還可以發(fā)現(xiàn)，有一些具體的偏誤項目出現(xiàn)頻率較高并且具有顯著的標(biāo)記性詞語。例如“吧”與“了2”、“還是”、“希望、請”以及“一定”等詞語共現(xiàn)時產(chǎn)生的偏誤。由于語氣詞本身的意義較弱，習(xí)得這一詞類的過程需要依附一些意義較強(qiáng)、標(biāo)記性明顯的詞語和句型等，因此本文著重對這些偏誤項目進(jìn)行了逐個分析并得出以下結(jié)論： “吧”與“了2”是否可以共現(xiàn)，取決于“了2”所在的句子是傳達(dá)肯定的語氣還是帶有揣測的語氣，如果表達(dá)的是陳述事實的肯定語氣不能共現(xiàn)，如果帶有揣測語氣則可以共現(xiàn)�！鞍伞迸c“還是”經(jīng)常共現(xiàn)，二者共同起到緩和語氣和完句的作用，但漢語習(xí)得者經(jīng)常漏用“吧”，造成句子語氣不連貫、意義不完整。留學(xué)生語料中“吧”與“請、希望”等詞語頻繁共現(xiàn)造成偏誤，句子成分贅余。當(dāng)句子中有“一定”出現(xiàn)時，如果其表達(dá)的是“意志的堅決”這個義項是不能與“吧”共現(xiàn)的，當(dāng)它表示“必然，確信無疑”這個義項時則可以與“吧”共現(xiàn)增強(qiáng)揣測語氣。
[Abstract]:In modern Chinese function words, mood words are an important type of expressing modality and transmitting information. Their own meanings are abstract and abstract, but they are helpful to the expression of real words, but their usage is more complex and flexible than real words. In teaching Chinese as a foreign language, it is necessary to introduce the common characteristics of each category to students and to distinguish each other. The different use of a word. "Bar" is a very high frequency of language, but in the study of teaching Chinese as a foreign language, the majority of the study, the acquisition of the order and error of the foreign students is very weak, and in the actual teaching of Chinese as a foreign language, teachers and students tend to ignore the important work of this tone words. Therefore, it is necessary to study comprehensively and systematically the acquisition order and the rules of errors of "bar" by foreign students.
In view of the practice of teaching Chinese as a foreign language, on the basis of the study of the gas word in this language for many years, the usage of "bar" of the mood word is divided into eight specific categories. Two methods are used to analyze the corpus of foreign students' interlanguage and the design of objective test questions, and the mastery of the eight usage by the Chinese learners is preliminarily summarized.
The concrete method is to finish the exhaustive arrangement of the interlanguage corpus in the HSK dynamic composition corpus, and select 1700 sentences containing the mood word "bar" from the foreign students' composition as the analysis object, and design the objective test questions, collect the results of the test, and then make the different usage of the "bar" in the interlanguage corpus. Compared with the results of the objective test, it can be found that the students' acquisition of the different usage of "bar" shows a certain regularity. Assuming that the correct use rate of a student to a certain grammatical item is in good agreement with the acquisition order, this conclusion can be obtained by the above study. The acquisition order of different uses of the word "bar" is "presentation of advice, commands, requests, representations, examples, and others". In addition, it can be further concluded that only three of the eight uses are universally grasped, other uses such as "expression pause", "alternate hypothesis for appearance", "show concession" and so on. Acquisition is in a state of chaos and disorder, and the frequency of its occurrence in the interlanguage corpus is very low. Some usages are limited to a very limited number of corpus for reference.
In the process of studying the corpus, we can see that the errors of the foreign students' acquisition of the mood word "bar" are also regular, and still take the intermediate language materials in the HSK dynamic composition corpus as the analysis object, and conclude that there are three types of misuse, "leakage" and "use redundant". It is found that some specific errors have higher frequency and marked marked words, such as "bar" and "2", "still", "Hope", "please" and "certain" and other words in common. Because the meaning of the mood word itself is weak, it is necessary to attach some significance to the process of learning the word class. Therefore, this paper focuses on the analysis of these errors one by one and draws the following conclusions:
Whether the "bar" and "2" can be shared depends on whether the sentence in which "2" is located is a positive tone or a conjectural tone. If the positive tone of the statement is expressed, the positive tone of the statement can not be shared, and if the mood is conjectural, the "bar" and the "or" are common, and the two together play a mild mood and finish. The role of the sentence, but the Chinese learners often miss the "bar", resulting in the sentence tone is not coherent, the meaning is incomplete. The foreign language materials "bar" and "please, hope" and other words frequently cause errors, sentence composition redundant. When the sentence there is "certain", if it expresses "resolute will" of the meaning is not When it expresses the meaning of "certainty, certainty", it can increase its conjecture with "Ba".
【學(xué)位授予單位】：吉林大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2012
【分類號】：H195
本文編號：2161201
[Abstract]:In modern Chinese function words, mood words are an important type of expressing modality and transmitting information. Their own meanings are abstract and abstract, but they are helpful to the expression of real words, but their usage is more complex and flexible than real words. In teaching Chinese as a foreign language, it is necessary to introduce the common characteristics of each category to students and to distinguish each other. The different use of a word. "Bar" is a very high frequency of language, but in the study of teaching Chinese as a foreign language, the majority of the study, the acquisition of the order and error of the foreign students is very weak, and in the actual teaching of Chinese as a foreign language, teachers and students tend to ignore the important work of this tone words. Therefore, it is necessary to study comprehensively and systematically the acquisition order and the rules of errors of "bar" by foreign students.
In view of the practice of teaching Chinese as a foreign language, on the basis of the study of the gas word in this language for many years, the usage of "bar" of the mood word is divided into eight specific categories. Two methods are used to analyze the corpus of foreign students' interlanguage and the design of objective test questions, and the mastery of the eight usage by the Chinese learners is preliminarily summarized.
The concrete method is to finish the exhaustive arrangement of the interlanguage corpus in the HSK dynamic composition corpus, and select 1700 sentences containing the mood word "bar" from the foreign students' composition as the analysis object, and design the objective test questions, collect the results of the test, and then make the different usage of the "bar" in the interlanguage corpus. Compared with the results of the objective test, it can be found that the students' acquisition of the different usage of "bar" shows a certain regularity. Assuming that the correct use rate of a student to a certain grammatical item is in good agreement with the acquisition order, this conclusion can be obtained by the above study. The acquisition order of different uses of the word "bar" is "presentation of advice, commands, requests, representations, examples, and others". In addition, it can be further concluded that only three of the eight uses are universally grasped, other uses such as "expression pause", "alternate hypothesis for appearance", "show concession" and so on. Acquisition is in a state of chaos and disorder, and the frequency of its occurrence in the interlanguage corpus is very low. Some usages are limited to a very limited number of corpus for reference.
In the process of studying the corpus, we can see that the errors of the foreign students' acquisition of the mood word "bar" are also regular, and still take the intermediate language materials in the HSK dynamic composition corpus as the analysis object, and conclude that there are three types of misuse, "leakage" and "use redundant". It is found that some specific errors have higher frequency and marked marked words, such as "bar" and "2", "still", "Hope", "please" and "certain" and other words in common. Because the meaning of the mood word itself is weak, it is necessary to attach some significance to the process of learning the word class. Therefore, this paper focuses on the analysis of these errors one by one and draws the following conclusions:
Whether the "bar" and "2" can be shared depends on whether the sentence in which "2" is located is a positive tone or a conjectural tone. If the positive tone of the statement is expressed, the positive tone of the statement can not be shared, and if the mood is conjectural, the "bar" and the "or" are common, and the two together play a mild mood and finish. The role of the sentence, but the Chinese learners often miss the "bar", resulting in the sentence tone is not coherent, the meaning is incomplete. The foreign language materials "bar" and "please, hope" and other words frequently cause errors, sentence composition redundant. When the sentence there is "certain", if it expresses "resolute will" of the meaning is not When it expresses the meaning of "certainty, certainty", it can increase its conjecture with "Ba".
【學(xué)位授予單位】：吉林大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2012
【分類號】：H195
【參考文獻(xiàn)】
相關(guān)期刊論文 前10條
1 徐晶凝;語氣助詞“吧”的情態(tài)解釋[J];北京大學(xué)學(xué)報(哲學(xué)社會科學(xué)版);2003年04期
2 夏紅娟;;對外漢語教學(xué)中“吧”字的句法、功能研究[J];長春理工大學(xué)學(xué)報(高教版);2009年05期
3 李興亞;語氣詞“啊,呢,吧”在句中的位置[J];河南大學(xué)學(xué)報(哲學(xué)社會科學(xué)版);1986年02期
4 李靜;留學(xué)生正反疑問句中語氣詞“嗎”的使用偏誤[J];廣西社會科學(xué);2005年04期
5 胡明揚(yáng);語氣助詞的語氣意義[J];漢語學(xué)習(xí);1988年06期
6 徐晶凝;;情態(tài)表達(dá)與時體表達(dá)的互相滲透——兼談?wù)Z氣助詞的范圍確定[J];漢語學(xué)習(xí);2008年01期
7 趙國軍;;表假設(shè)的“吧”與“的話”[J];漢語學(xué)習(xí);2009年04期
8 齊滬揚(yáng);情態(tài)語氣范疇中語氣詞的功能分析[J];南京師范大學(xué)文學(xué)院學(xué)報;2002年03期
9 張小峰;;關(guān)聯(lián)理論視角下語氣詞“吧”在祈使句中的話語功能探析[J];南京師大學(xué)報(社會科學(xué)版);2009年05期
10 孫汝建;句中語氣詞的選擇限制[J];南通師范學(xué)院學(xué)報(哲學(xué)社會科學(xué)版);1999年02期
相關(guān)博士學(xué)位論文 前1條
1 張小峰;現(xiàn)代漢語語氣詞“吧”、“呢”、“啊”的話語功能研究[D];上海師范大學(xué);2003年
相關(guān)碩士學(xué)位論文 前2條
1 張海榮;漢語語氣詞及其對外漢語教學(xué)初探[D];上海外國語大學(xué);2007年
2 李凌穎;對外漢語教材中語氣詞“吧”的研究與教學(xué)[D];廣西大學(xué);2008年
本文編號：2161201
本文鏈接：http://sikaile.net/wenyilunwen/hanyulw/2161201.html
最近更新
教材專著
