本文選題：對(duì)外漢語(yǔ) + 話語(yǔ)標(biāo)記�。� 參考：《遼寧師范大學(xué)》2013年碩士論文

【摘要】：話語(yǔ)標(biāo)記是口語(yǔ)交際中特有的一類功能詞,是人們?cè)谌粘？谡Z(yǔ)交際中不可或缺的部分,因此在口語(yǔ)教材編寫中存在話語(yǔ)標(biāo)記的使用現(xiàn)象。但是無(wú)論是對(duì)外漢語(yǔ)課堂上還是日常生活中,漢語(yǔ)學(xué)習(xí)者都很少主動(dòng)使用這些表達(dá)方式,甚至完全沒有注意到這一語(yǔ)用現(xiàn)象,有時(shí)還會(huì)因?yàn)槲茨苷_理解談話中的話語(yǔ)標(biāo)記而產(chǎn)生誤會(huì)。 究其原因與對(duì)外漢語(yǔ)口語(yǔ)教材沒有把話語(yǔ)標(biāo)記這一語(yǔ)用現(xiàn)象作為教學(xué)內(nèi)容有直接關(guān)系。同時(shí)教師與學(xué)習(xí)者對(duì)話語(yǔ)標(biāo)記的忽略也一定程度上阻礙了漢語(yǔ)學(xué)習(xí)者漢語(yǔ)水平的提高。 話語(yǔ)標(biāo)記作為口語(yǔ)交際中重要的語(yǔ)用現(xiàn)象,越來(lái)越多地得到國(guó)內(nèi)學(xué)者的關(guān)注,但在對(duì)外漢語(yǔ)教學(xué)領(lǐng)域的研究成果并不多。本文所做的工作主要體現(xiàn)在以下幾個(gè)方面：我們?cè)谑崂韲?guó)內(nèi)外話語(yǔ)標(biāo)記研究概況的基礎(chǔ)上,依靠關(guān)聯(lián)理論、語(yǔ)用順應(yīng)理論及會(huì)話策略相關(guān)理論,結(jié)合對(duì)外漢語(yǔ)口語(yǔ)教學(xué)的實(shí)際,重新對(duì)話語(yǔ)標(biāo)記作出界定并介紹了具有代表性的話語(yǔ)標(biāo)記類型；從口語(yǔ)交際的特點(diǎn)和目標(biāo)出發(fā),我們認(rèn)為口語(yǔ)交際的特點(diǎn)和交際所要達(dá)到的目標(biāo)之間的矛盾是話語(yǔ)標(biāo)記產(chǎn)生的直接動(dòng)因；本文將話語(yǔ)標(biāo)記的語(yǔ)用功能與對(duì)外漢語(yǔ)中高級(jí)口語(yǔ)教材中的實(shí)例相結(jié)合,對(duì)話語(yǔ)標(biāo)記的語(yǔ)用功能進(jìn)行了分析,包括語(yǔ)篇連貫功能、協(xié)調(diào)順應(yīng)語(yǔ)境功能與人際交往協(xié)調(diào)功能；我們對(duì)中高級(jí)漢語(yǔ)學(xué)習(xí)者話語(yǔ)標(biāo)記掌握運(yùn)用程度進(jìn)行了問(wèn)卷調(diào)查,并對(duì)調(diào)查結(jié)果作出分析,指出偏誤類型及偏誤產(chǎn)生的原因——我們認(rèn)為話語(yǔ)標(biāo)記的誤用與母語(yǔ)的負(fù)遷移效應(yīng)和語(yǔ)碼轉(zhuǎn)換規(guī)則的過(guò)度泛化有關(guān),最后提出對(duì)外漢語(yǔ)口語(yǔ)教學(xué)與教材編寫的建議。
[Abstract]:Discourse markers are a kind of special functional words in oral communication, which is an indispensable part of daily oral communication. Therefore, the use of discourse markers exists in the compilation of oral teaching materials. However, whether in TCFL or in daily life, Chinese learners rarely take the initiative to use these expressions, or even pay no attention to this pragmatic phenomenon. Sometimes there are misunderstandings because the discourse markers in the conversation are not properly understood. The reason is that the pragmatic phenomenon of discourse markers is not regarded as teaching content in spoken Chinese as a foreign language teaching material. At the same time, the neglect of discourse markers by teachers and learners also hinders the improvement of Chinese language proficiency. As an important pragmatic phenomenon in oral communication, discourse markers have attracted more and more attention from domestic scholars, but there are few achievements in the field of teaching Chinese as a foreign language. The work of this thesis is mainly reflected in the following aspects: on the basis of reviewing the research situation of discourse markers at home and abroad, we rely on relevance theory, pragmatic adaptation theory and conversational strategy theory to combine with the practice of oral Chinese teaching as a foreign language. This paper redefines discourse markers and introduces the representative types of discourse markers, starting from the characteristics and objectives of oral communication. We think that the contradiction between the characteristics of oral communication and the goal of communication is the direct cause of discourse markers, and this paper combines the pragmatic functions of discourse markers with the examples of advanced oral textbooks in TCFL. This paper analyzes the pragmatic functions of discourse markers, including discourse coherence, contextual adaptation and interpersonal communication, and makes a questionnaire survey on the application of discourse markers among middle and advanced Chinese learners. By analyzing the results of the investigation, the author points out the types of errors and the causes of the errors. We think that the misuse of discourse markers is related to the negative transfer effect of mother tongue and the over-generalization of the rules of code-switching. Finally, the author puts forward some suggestions on teaching spoken Chinese as a foreign language and compiling textbooks.
【學(xué)位授予單位】：遼寧師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類號(hào)】：H195.3

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本文編號(hào)：1784493