【摘要】：漢語疑問語氣詞意義空靈,用法復雜,但是在日常生活中使用頻率很高,對于留學生而言,是比較難掌握又不得不學習的內容。在漢語疑問語氣詞的習得方面,日本留學生不同于歐美國家的學生。日語中存在著與漢語疑問語氣詞類似的表達,即在疑問句末尾的“終助詞”。日語終助詞“力、”適用于各種疑問句句型,與日語不同的是,漢語典型疑問語氣詞“嗎”、“呢”、“吧”則有著各自的分工和句法分布。這種一對多的現(xiàn)象,既使日本留學生更容易接受漢語疑問語氣詞的表達,又給他們的習得帶來了一定的障礙,容易產生偏誤。因此,專門針對日本留學生的漢語疑問語氣詞習得分析是十分有必要的。 為了提高對外漢語教學的科學性以及促進日本留學生漢語疑問語氣詞的習得,本文從四個方面進行研究：一是立足本體論,確定漢語疑問語氣詞的典型成員,并且詳細分析了“嗎”、“呢”、“吧”三個典型疑問語氣詞的語法特征,為之后的對外漢語應用研究提供基礎與支撐。二是立足于偏誤分析、中介語等第二語言習得理論,結合HSK動態(tài)作文語料庫以及調查問卷,統(tǒng)計分析日本留學生漢語疑問語氣詞習得的偏誤情況,并且總結了常見的三種偏誤類型,即遺漏、多余及誤用。在此基礎上,深入分析日本留學生形成這些偏誤的內外因,重點歸因于日漢疑問語氣詞一對多的現(xiàn)象、漢語疑問語氣詞語義及句法分布習得不足以及教材缺乏系統(tǒng)性和對比性。三是立足于對比分析理論,同時結合前文分析的偏誤類型和偏誤原因,將歐美留學生習得漢語疑問語氣詞的情況同日本留學生習得漢語疑問語氣詞的情況進行對比,從而總結出日本留學生習得漢語疑問語氣詞的兩個主要特點,即日本留學生習慣使用漢語疑問語氣詞以及容易產生誤用偏誤。四是立足于對外漢語教學,綜合考慮漢語疑問語氣詞本身的特點、日本留學生習得情況以及實際運用的需要,針對漢語疑問語氣詞的對外教學提出了一些建議,希望能夠對本體論的研究、教材的設置以及教師教學水平的提高有所幫助。
[Abstract]:The Chinese interrogative modal words have empty meaning and complicated usage, but they are used frequently in daily life, so it is difficult to master and have to learn for foreign students. Japanese students are different from European and American students in the acquisition of Chinese interrogative motifs. There are similar expressions in Japanese to Chinese interrogative mood words, that is, "final auxiliary" at the end of interrogative sentences. The Japanese final auxiliary words "Li," are applicable to all kinds of interrogative sentence types. Different from Japanese, the typical Chinese interrogative modal words "do", "er" and "ba" have their own division of labor and syntactic distribution. This phenomenon of one-to-many makes it easier for Japanese students to accept the expression of Chinese interrogative motifs, but also brings some obstacles to their acquisition and leads to errors. Therefore, it is necessary to analyze the acquisition of Chinese interrogative motifs for Japanese students. In order to improve the scientific nature of teaching Chinese as a foreign language and to promote the acquisition of Chinese interrogative modal words by Japanese students, this paper studies from four aspects: first, based on ontology, the typical members of Chinese interrogative mood words are determined. The grammatical features of the three typical interrogative modal words are analyzed in detail, which provide the basis and support for the later research on the application of TCFL. Secondly, based on the theory of second language acquisition, such as error analysis, interlanguage and so on, combined with HSK dynamic composition corpus and questionnaire, this paper analyzes the errors of Japanese students' acquisition of Chinese interrogative mood words. And summarized the common three types of errors, that is, omission, redundancy and misuse. On this basis, the internal and external causes of these errors are deeply analyzed, which are mainly attributed to the phenomenon of one-to-many interrogative mood words in Japanese and Chinese, the insufficient acquisition of semantic and syntactic distribution of interrogative mood words in Chinese and the lack of systematic and contrastive teaching materials. Thirdly, based on the theory of contrastive analysis, combining the types of errors and the causes of errors in the previous analysis, the paper compares the acquisition of Chinese interrogative modal words between European and American students and Japanese students' acquisition of Chinese interrogative modal words. The two main characteristics of Japanese students' acquisition of Chinese interrogative modal words are summarized, that is, Japanese students are accustomed to using Chinese interrogative mood words and are prone to misuse them. Fourth, based on the teaching of Chinese as a foreign language, considering comprehensively the characteristics of the Chinese interrogative mood words, the acquisition situation of the Japanese students and the needs of their practical application, the paper puts forward some suggestions for the teaching of the Chinese interrogative mood words as a foreign language. It is hoped that it will be helpful to the study of ontology, the setting of teaching materials and the improvement of teachers' teaching level.
【學位授予單位】：湖南師范大學
【學位級別】：碩士
【學位授予年份】：2014
【分類號】：H195.3

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本文編號：2287135