【摘要】：語(yǔ)氣在人們的口語(yǔ)交際中起著重要的作用。語(yǔ)氣詞是表達(dá)漢語(yǔ)語(yǔ)氣的最重要手段之一,是漢語(yǔ)的一個(gè)重要的語(yǔ)法特征,也是外國(guó)學(xué)生學(xué)習(xí)漢語(yǔ)的難點(diǎn)之一。近些年來(lái),語(yǔ)法學(xué)界對(duì)語(yǔ)氣詞的本體研究越來(lái)越重視,而有關(guān)語(yǔ)氣詞的教學(xué)研究卻相對(duì)滯后。理論依據(jù)的不足,使得語(yǔ)氣詞教學(xué)成為了對(duì)外漢語(yǔ)教學(xué)中的一個(gè)薄弱環(huán)節(jié)。教學(xué)實(shí)踐對(duì)教學(xué)研究有著一定的反饋?zhàn)饔?本文將對(duì)原有理論進(jìn)行梳理、分析,通過(guò)具體的教學(xué)設(shè)計(jì),對(duì)語(yǔ)氣詞教學(xué)提出一些行之有效的教學(xué)建議,以期對(duì)今后的語(yǔ)氣詞教學(xué)研究有所裨益。 本文主要針對(duì)“吧”和“呢”這兩個(gè)語(yǔ)氣詞進(jìn)行研究。“吧”和“呢”在日常交際中使用頻率最高,但外國(guó)學(xué)生對(duì)語(yǔ)氣詞“吧”和“呢”的各義項(xiàng)掌握程度普遍不高,因此,他們?cè)谑褂谩鞍伞焙汀澳亍睍r(shí)的正確率并不高。 全文擬分為五大部分。第一部分為緒論,其中主要介紹本文的研究方法、研究視角與特色、相關(guān)理論基礎(chǔ)等。第二部分為對(duì)外漢語(yǔ)語(yǔ)氣詞教學(xué)策略分析,包括語(yǔ)氣詞的本體研究、對(duì)留學(xué)生語(yǔ)氣詞教學(xué)的相關(guān)研究。第三部分是初級(jí)階段韓國(guó)學(xué)生語(yǔ)氣詞教學(xué)設(shè)計(jì),包括教學(xué)設(shè)計(jì)的理論基礎(chǔ)、教學(xué)的內(nèi)容和對(duì)象、具體的教學(xué)方案等等。第四部分是教學(xué)評(píng)估及反思。第五部分是結(jié)語(yǔ)。
[Abstract]:Mood plays an important role in oral communication. Motif is one of the most important means of expressing Chinese mood, is an important grammatical feature of Chinese, and is also one of the difficulties for foreign students to learn Chinese. In recent years, more and more attention has been paid to the study of modal noumenon in grammatical circles, but the teaching of modal words has lagged behind. The lack of theoretical basis makes the teaching of modal words a weak link in teaching Chinese as a foreign language. The teaching practice has certain feedback function to the teaching research. This article will comb and analyze the original theory, through the concrete teaching design, put forward some effective teaching suggestions to the teaching of mood words. It is expected to be of benefit to the teaching of mood words in the future. This paper mainly focuses on the two modal words: "bar" and "er". "Ba" and "er" are the most frequently used in daily communication, but the foreign students generally do not have a good grasp of the various meanings of the modal word "bar" and "er". Therefore, their correct rate of using "bar" and "er" is not high. The paper is divided into five parts. The first part is the introduction, which mainly introduces the research methods, research perspective and characteristics, relevant theoretical basis and so on. The second part is the analysis of the teaching strategies of mood words in TCFL, including the ontological study of modal words, and the related research on the teaching of modal words for foreign students. The third part is the elementary stage Korean student mood word teaching design, including the teaching design theory foundation, the teaching content and the object, the concrete teaching plan and so on. The fourth part is teaching evaluation and reflection. The fifth part is the conclusion.
【學(xué)位授予單位】：遼寧大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類號(hào)】：H195

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