本文選題：漢語語氣詞 + 英語為母語的第二語言學(xué)習(xí)者　； 參考：《中央民族大學(xué)》2015年碩士論文

【摘要】：語氣詞是語氣意義傳遞的最主要載體,在日常交流對話中起著重要的作用,它不僅能夠幫助說話人更好地表情達意,同時也能夠幫助聽話人更充分地理解說話人所傳遞的意義,因此,語氣詞在漢語虛詞系統(tǒng)中占有重要的地位。早前學(xué)界對語氣詞的研究主要集中在語氣詞的語氣意義和語用功能上。隨著研究的深入,近年來對語氣詞習(xí)得的研究越來越豐富。國別化的語氣詞習(xí)得研究逐漸得到了學(xué)者的重視,并出現(xiàn)了一些針對韓國、泰國、日本等國家第二語言學(xué)習(xí)者語氣詞習(xí)得情況的研究。即便如此,語氣詞習(xí)得研究仍是語氣詞研究中較為薄弱的部分,因此加強語氣詞習(xí)得的研究仍是必要的。此外,國別化的語氣詞習(xí)得研究在國家的選擇上還存在一定的局限性,研究對象主要來自中國周邊的亞洲國家,如韓國、泰國、蒙古國等。針對英語為母語的第二語言學(xué)習(xí)者的漢語語氣詞習(xí)得研究始終非常薄弱,因此,本文以語氣詞“啊、吧、嗎、呢”為研究切入點,選取以英語為母語的第二語言學(xué)習(xí)者作為研究對象,對其漢語語氣詞的習(xí)得情況進行分析,并提出一些針對漢語語氣詞的教學(xué)對策。本文在梳理已有的語氣詞習(xí)得研究的概況和厘清語氣詞“啊、吧、嗎、呢”的語氣意義的基礎(chǔ)上,通過測試的方法,對英語為母語的第二語言學(xué)習(xí)者漢語語氣詞習(xí)得情況進行了探究。根據(jù)對測試所獲數(shù)據(jù)的整理,本文分析了英語為母語的第二語言學(xué)習(xí)者使用語氣詞“啊、吧、嗎、呢”的正確率的高低,構(gòu)擬其習(xí)得順序,并分析了其語氣習(xí)得偏誤產(chǎn)生的具體原因,即漢英語氣表達的差異、漢語語氣詞自身的特點以及教師或教材的誤導(dǎo)等。最后,本文在研究和分析的基礎(chǔ)上提出了針對以英語為母語的第二語言學(xué)習(xí)者的語氣詞教學(xué)對策。教學(xué)對策為：(1)遵循語氣詞習(xí)得的順序進行教學(xué),這不僅包括不同語氣詞之間的順序,也包括同一個語氣詞內(nèi)部的不同語氣意義之間的教學(xué)順序；(2)教學(xué)中注意結(jié)合語氣詞出現(xiàn)的語境進行教學(xué)；(3)教學(xué)中充分考慮漢英語氣表達的不同,靈活運用教學(xué)方法。在提出教學(xué)對策的基礎(chǔ)上,本文還提出了相對應(yīng)的教材編排建議。
[Abstract]:The motif is the main carrier of mood meaning transmission, which plays an important role in daily communication and dialogue. It can not only help the speaker to express his or her meaning better, but also help the listener to understand the meaning conveyed by the speaker more fully. Therefore, modal words play an important role in Chinese function word system. Earlier studies on modal words focused on the modal meaning and pragmatic functions of modal words. With the deepening of the research, the research on the acquisition of modal words has become more and more abundant in recent years. The study on the acquisition of modal words in different countries has been paid more and more attention by scholars, and there have been some researches on the acquisition of modal words by second language learners in South Korea, Thailand and Japan. Even so, the study on the acquisition of modal words is still a weak part of the study of modal words, so it is necessary to strengthen the study of the acquisition of modal words. In addition, there are some limitations in the study of the national choice of mood words acquisition. The subjects are mainly from the Asian countries around China, such as Korea, Thailand, Mongolia and so on. The research on the acquisition of mood words in the second language learners is always very weak. Therefore, this paper takes the modal words "ah, bar, er, uh" as the starting point. The second language learners who are English as their mother tongue are selected as the research object to analyze the acquisition of Chinese mood words and to put forward some teaching strategies for Chinese mood words. On the basis of combing the existing research on the acquisition of modal words and clarifying the modal meaning of modal words "ah, bar, er,", this paper passes the method of testing. This paper explores the acquisition of Chinese modal words by second language learners. According to the data obtained from the test, this paper analyzes the correct rate of the second language learners using the modal words "ah, OK, er", and constructs the order of their acquisition. It also analyzes the specific reasons for the errors in mood acquisition, such as the differences between Chinese and English mood expressions, the characteristics of Chinese mood words and the misdirection of teachers or textbooks. Finally, on the basis of the research and analysis, this paper puts forward some teaching strategies for second language learners. The teaching countermeasure is: 1) follow the order of the acquisition of modal words, which includes not only the order of different modal words, It also includes the teaching order between different modal meanings within the same modal word (2) pay attention to the combination of the context of the mood words in the teaching and the different expressions of mood in Chinese and English, and make flexible use of teaching methods. On the basis of teaching countermeasures, this paper also puts forward the corresponding suggestions for the arrangement of teaching materials.
【學(xué)位授予單位】：中央民族大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：H195

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本文編號：1820128