本文選題：日本留學(xué)生 + 語氣詞吧對(duì)外漢語　； 參考：《華東師范大學(xué)》2013年碩士論文

【摘要】：本文以高級(jí)水平日本留學(xué)生為研究對(duì)象,從HSK動(dòng)態(tài)作文語料庫中篩選出461句日本留學(xué)生使用漢語語氣詞“吧”的原句作為研究語料,在總結(jié)前人研究的基礎(chǔ)上,對(duì)其使用情況進(jìn)行詳細(xì)地分析,總結(jié)出高級(jí)水平日本留學(xué)生在使用漢語語氣詞“吧”的偏好、偏誤及其形成原因,并在研究基礎(chǔ)上為對(duì)日漢語語氣詞“吧”的教學(xué)提出了一些建議和想法。 本文有以下幾大創(chuàng)新之處： 1.本文單獨(dú)以日本留學(xué)生為研究對(duì)象。就目前對(duì)外漢語語氣教學(xué)領(lǐng)域的研究來看,在學(xué)生國籍方面,有總體研究,也有個(gè)別以英語為母語的留學(xué)生、韓國留學(xué)生、日韓留學(xué)生作為研究對(duì)象的研究,但是單獨(dú)以日本留學(xué)生為研究對(duì)象的研究論文不多。 2.本文并不僅僅局限于語氣詞“吧”的偏誤分析研究,而是日本留學(xué)生語氣詞“吧”的使用情況分析研究。通過對(duì)日本留學(xué)生漢語語氣詞“吧”的使用情況分析,可以完整地發(fā)現(xiàn)其語氣詞的使用規(guī)律,并從規(guī)律中總結(jié)出形成原因,并作出與之相對(duì)應(yīng)的解決辦法。 3.在偏誤分析的研究部分,筆者并沒有按照常規(guī)的偏誤分類方法,即“錯(cuò)用、少用、多用”等,而是按照語氣詞“吧”本身所特有的語氣意義和形式等角度進(jìn)行歸類,總結(jié)出三大類、十二小類的偏誤類型。 4.本文從四個(gè)角度分析了日本留學(xué)生語氣詞“吧”的使用情況所形成的原因,分別為母語遷移、文化心理、教材因素和教師因素。從這四個(gè)原因出發(fā),本文為對(duì)日漢語語氣詞“吧”的教學(xué)提出了四個(gè)方面的建議：日漢對(duì)比、情感認(rèn)同、教材編寫和教師指導(dǎo)。而其中的“文化心理”和“情感認(rèn)同”是本文的創(chuàng)新之處。
[Abstract]:This paper selects 461 Japanese students at advanced level from the HSK dynamic composition corpus to use the original sentence of the Chinese mood word "bar" as the research corpus. On the basis of summing up the previous studies, this paper makes a summary of the previous studies. Through a detailed analysis of its use, this paper summarizes the preferences, errors and reasons for the use of the Chinese modal word "bar" by Japanese students at advanced levels. On the basis of the research, some suggestions and ideas are put forward for the teaching of the mood word "Ba" in Japanese Chinese. This paper has the following major innovations: 1. This paper takes Japanese students as the research object. As far as the current research in the field of mood teaching of Chinese as a foreign language is concerned, there is a general study on the nationality of students, and there are also individual students who are native speakers of English, Korean students, and Japanese and Korean students as research subjects. However, there are few research papers on Japanese students alone. 2. This paper is not limited to the analysis of the errors of the modal word "Ba", but also to the analysis of the use of the modal word "bar" for Japanese students. Based on the analysis of the use of the Chinese modal word "bar" for Japanese foreign students, the rules of its use can be found out completely, and the reasons for its formation can be summed up from the rule, and the corresponding solutions can be made. 3. In the research part of error analysis, the author does not classify according to the conventional classification method of error, that is, "wrong use, less use, more use", but according to the mood meaning and form of the modal word "bar" itself. The error types of three categories, twelve subclasses are summarized. 4. This paper analyzes the reasons for the use of the mood word "Ba" in Japanese students from four angles, namely, the transfer of mother tongue, cultural psychology, textbook factors and teachers' factors. Starting from these four reasons, this paper puts forward four suggestions for the teaching of the mood word "Ba" in Japanese Chinese: comparison between Japanese and Chinese, emotional identity, textbook compilation and teachers' guidance. Among them, cultural psychology and emotional identity are the innovation of this paper.
【學(xué)位授予單位】：華東師范大學(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)：1897748