【摘要】：本文挑選了經(jīng)常使用的包含主觀程度副詞“夠、真、多（多么）、可”的感嘆句，從語義內(nèi)涵、句法特征及使用的環(huán)境三方面進(jìn)行了細(xì)致地描寫，此外，還采用偏誤分析的方法，對外國留學(xué)生對這四種感嘆句的掌握情況進(jìn)行統(tǒng)計，分析偏誤產(chǎn)生的原因，并就此進(jìn)行了相應(yīng)的教學(xué)設(shè)計，以期進(jìn)一步為對外漢語教學(xué)中相關(guān)內(nèi)容的教學(xué)提供思路，，提高漢語學(xué)習(xí)者的言語表達(dá)和交際能力。本文除引言和結(jié)語外，正文共分四部分： 第一部分：關(guān)于四種感嘆句的研究綜述。就前人研究中與“夠、真、多（多么）、可”字感嘆句相關(guān)的內(nèi)容進(jìn)行整理、總結(jié)。 第二部分：“夠、真、多（多么）、可”字感嘆句的特點(diǎn)考察。分別從語義內(nèi)涵、語法功能及使用環(huán)境三方面對五個構(gòu)式的異同進(jìn)行了分析、比較，以期為對外漢語教學(xué)研究提供理論基礎(chǔ)：這四類感嘆句均代表說話人主觀性的評述，但它們語義側(cè)重不同；在句法上，它們都能充當(dāng)謂語、補(bǔ)語，其中只有“多（多么）”感嘆句能充當(dāng)定語和狀語，它們所帶的語氣詞也各有不同；這四類感嘆句即使形式相似，但所使用的環(huán)境也各有不同。 第三部分：對外國學(xué)生“夠、真、多（多么）、可”字感嘆句的掌握情況進(jìn)行調(diào)查并分析。根據(jù)北京語言大學(xué)HSK動態(tài)作文語料庫中的用例，對留學(xué)生使用及掌握情況進(jìn)行了調(diào)查分析，并且得出了調(diào)查結(jié)果：這四類感嘆句中，留學(xué)生使用頻率的排列為“真＞多（多么）＞可＞夠”，而正確使用率則分布為“夠＞真＞多（多么）＞可”。隨后對這四類感嘆句進(jìn)行偏誤分析，并簡要探討產(chǎn)生偏誤的原因。 第四部分：就這四種感嘆句的各項特點(diǎn)及留學(xué)生實際使用情況進(jìn)行課堂教學(xué)設(shè)計，其中教學(xué)環(huán)節(jié)包括：以圖片、具體情景引入、講解語法；通過完成句子、按要求小組討論等方法進(jìn)行語法操練；學(xué)完再進(jìn)行對比辨析等。
[Abstract]:In this paper, the exclamatory sentences with subjective degree adverbs "enough, true, many (how), can" are selected, which are described in detail from three aspects: semantic connotation, syntactic features and the environment used. In addition, the method of error analysis is also used. This paper makes statistics on the mastering of the four exclamatory sentences by foreign students, analyzes the causes of the errors, and makes corresponding teaching designs in order to provide further ideas for the teaching of the relevant contents in the teaching of Chinese as a foreign language. Improve Chinese learners' verbal expression and communication skills. In addition to the introduction and conclusion, the text is divided into four parts: the first part: a review of the four exclamatory sentences. The contents of exclamatory sentences related to "enough, true, many (how)" in previous studies are summarized. The second part: "enough, true, many (how), can" the characteristics of exclamatory sentences. This paper analyzes the similarities and differences of the five constructions from the aspects of semantic connotation, grammatical function and usage environment, and compares them in order to provide a theoretical basis for the study of teaching Chinese as a foreign language: these four types of exclamatory sentences represent the subjective comments of the speaker. But their semantic emphasis is different; syntactically, they can all act as predicates, complements, in which only "many (how)" exclamations can serve as attributives and adverbials, and they carry different motifs; these four types of exclamations, even in similar forms, But the environment is also different. The third part: the foreign students "enough, true, many (how), can" the grasp of exclamatory sentences and analysis. According to the use cases in the HSK dynamic composition corpus of Beijing language and language University, this paper makes an investigation and analysis on the use and mastery of foreign students, and draws the results of the investigation: in these four kinds of exclamatory sentences, The frequency of use is "true > more (how) > can > enough", and the correct usage rate is "enough > true > more (how) > can". Then the errors of the four exclamatory sentences are analyzed, and the causes of errors are briefly discussed. The fourth part: the characteristics of the four exclamatory sentences and the actual use of the foreign students to carry out classroom teaching design, including: pictures, specific situations to introduce, explain grammar; through the completion of sentences, According to the requirements of the group discussion and other methods for grammar practice; after learning and then contrasting and discriminating and so on.
【學(xué)位授予單位】：廣東外語外貿(mào)大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2014
【分類號】：H195

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