【摘要】：現(xiàn)代漢語(yǔ)中,反問(wèn)句是對(duì)其形式有所否定的無(wú)疑而問(wèn)的問(wèn)句。疑問(wèn)代詞“什么”除了在疑問(wèn)句中表疑問(wèn)之外,還能在反問(wèn)句中充當(dāng)否定標(biāo)記。由于“什么”反問(wèn)句在結(jié)構(gòu)形式上和疑問(wèn)句大致相似,留學(xué)生學(xué)習(xí)起來(lái)比較困難。因此理清“什么”反問(wèn)句的特點(diǎn),弄清楚留學(xué)生在學(xué)習(xí)“什么”反問(wèn)句中存在的問(wèn)題以及原因所在,對(duì)于對(duì)外漢語(yǔ)教學(xué)是很有意義的。全文主要包括五部分： 第一部分：主要闡述本文的選題緣起、研究范圍,從“反問(wèn)句”研究和“什么反問(wèn)句”研究?jī)煞矫娓攀銮叭说难芯砍晒?并說(shuō)明本文的研究方法,即：定性分析法、定量分析法、中介語(yǔ)理論、對(duì)比分析法、偏誤分析法。 第二部分：基于前人的研究成果,考察母語(yǔ)語(yǔ)料庫(kù)中746句“什么”反問(wèn)句,從語(yǔ)音、語(yǔ)義、句法三個(gè)層面區(qū)分“什么”反問(wèn)句和疑問(wèn)句,同時(shí)還對(duì)比“什么”詰醒句,從而界定了“什么”反問(wèn)句的范圍,即“什么”在句中充當(dāng)否定標(biāo)記無(wú)疑而問(wèn)的問(wèn)句。據(jù)此,本文將語(yǔ)料庫(kù)中的“什么”反問(wèn)句句型分為三類：普通框架式、特殊固定式和特殊特有式；在語(yǔ)用功能上,將其衍生功能分為七類：反對(duì)辯駁、告誡勸說(shuō)、抱怨指責(zé)、驚訝詫異、感嘆說(shuō)理、謙虛客氣、補(bǔ)充強(qiáng)調(diào)。 第三部分：根據(jù)“什么”反問(wèn)句的句型、語(yǔ)義、功能等特點(diǎn)制定問(wèn)卷,問(wèn)卷包括“基本信息”、“識(shí)別”、“理解”和“運(yùn)用”四個(gè)部分,并對(duì)華中師范大學(xué)國(guó)際交流學(xué)院2012年——2013年度各級(jí)別的80個(gè)留學(xué)生進(jìn)行問(wèn)卷調(diào)查,收回有效問(wèn)卷49份。調(diào)查問(wèn)卷得出以下結(jié)論：第一,“什么”反問(wèn)句學(xué)習(xí)難度大,整體把握程度較低；第二,留學(xué)生普遍在識(shí)別和理解上較好,但在運(yùn)用上存在較大問(wèn)題,主要是回避現(xiàn)象較多；第三,留學(xué)生學(xué)習(xí)“什么”反問(wèn)句存在學(xué)習(xí)階段的群體差異：高級(jí)最好,初級(jí)最差；第四,“什么”反問(wèn)句不同的識(shí)別條件、語(yǔ)用功能和句型結(jié)構(gòu)對(duì)不同級(jí)別的留學(xué)生來(lái)說(shuō)存在不同的難易程度和習(xí)得順序。該部分還從內(nèi)部和外部?jī)煞矫娣治鲈?內(nèi)部原因主要有：母語(yǔ)遷移、目的語(yǔ)規(guī)則泛化、漢語(yǔ)學(xué)習(xí)時(shí)間和回避策略；外部原因主要包括教學(xué)影響和語(yǔ)言環(huán)境影響。 第四部分：針對(duì)留學(xué)生學(xué)習(xí)、教材編寫及課堂教學(xué)方面存在的問(wèn)題,提出相關(guān)建議,最后結(jié)合不同的教學(xué)法設(shè)計(jì)具體的教學(xué)方案。 第五部分：結(jié)語(yǔ),主要指出本文的創(chuàng)新和不足之處。
[Abstract]:In modern Chinese, rhetorical questions are doubtless questions that negate their forms. The interrogative pronoun "what" can also serve as a negative marker in rhetorical questions, in addition to expressing doubt in interrogative sentences. Since the "what" rhetorical question is similar in structure to the interrogative sentence, it is more difficult for foreign students to learn. Therefore, it is of great significance for teaching Chinese as a foreign language to clarify the characteristics of "what" rhetorical questions, and to find out the problems and reasons existing in the study of "what" rhetorical questions by foreign students. The full text mainly includes five parts: the first part: mainly elaborates the origin of the topic, the research scope, from "rhetorical question" research and "what rhetorical sentence" research two aspects of the previous research results, The research methods are qualitative analysis, quantitative analysis, interlanguage theory, contrastive analysis and error analysis. Part two: based on the previous research results, the author investigates 746 "what" rhetorical sentences in the mother tongue corpus, differentiating "what" rhetorical sentences and interrogative sentences from three levels: phonetics, semantics and syntax, and contrasting "what" rhetorical sentences with "what" rhetorical sentences. It defines the scope of "what" rhetorical question, that is, "what" serves as a negative mark in the sentence. Accordingly, this paper divides the "what" rhetorical sentence types in the corpus into three categories: common frame type, special fixed type and special peculiar form; in pragmatic functions, the derived functions are divided into seven categories: opposing argument, admonishing persuasion, complaining and criticizing. Surprise, exclamation, modesty and politeness, add emphasis. The third part: according to the characteristics of "what" rhetorical questions, including "basic information", "identification", "understanding" and "application", the questionnaire is composed of four parts: "basic information", "recognition", "understanding" and "application". A questionnaire survey was conducted among 80 international students from 2012 to 2013 in the School of International Exchange, Central China normal University, and 49 valid questionnaires were collected. The results of the questionnaire are as follows: first, the learning of "what" rhetorical questions is difficult and the degree of overall grasp is low; second, the students generally recognize and understand well, but there are some problems in the application, mainly the phenomenon of avoidance; Third, foreign students learn "what" rhetorical sentences exist in the study stage of the group differences: advanced best, primary worst; fourth, "what" rhetorical sentence different recognition conditions, Pragmatic functions and sentence structure have different degrees of difficulty and acquisition order for foreign students at different levels. This part also analyzes the reasons from both internal and external aspects. The main internal reasons are: mother tongue transfer, target language rule generalization, Chinese learning time and avoidance strategy, and external reasons mainly include the influence of teaching and language environment. The fourth part: aiming at the problems existing in the study of foreign students, the compilation of teaching materials and the classroom teaching, the author puts forward some relevant suggestions, and finally designs the specific teaching plan combined with different teaching methods. The fifth part: conclusion, mainly points out the innovation and deficiency of this paper.
【學(xué)位授予單位】：華中師范大學(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)：2119586