【摘要】：能愿動(dòng)詞一直是對(duì)外漢語(yǔ)教學(xué)的重點(diǎn)和難點(diǎn)。能愿動(dòng)詞本身具有不同的情態(tài)意義，不同的能愿動(dòng)詞又可以表示相同的意義。該研究嘗試從義項(xiàng)角度對(duì)漢、俄、塔、吉、哈語(yǔ)能愿表達(dá)進(jìn)行對(duì)比。研究采取縱向和橫向考察的方式，使用問(wèn)卷調(diào)查和語(yǔ)料搜集的方法，依據(jù)第二語(yǔ)言習(xí)得順序理論得出了中亞留學(xué)生漢語(yǔ)能愿動(dòng)詞的習(xí)得順序，并運(yùn)用認(rèn)知語(yǔ)言學(xué)相關(guān)理論對(duì)習(xí)得順序作出合理揭示并提出了一些教學(xué)策略。 本文的結(jié)構(gòu)主要分為五部分： 第一部分，緒論。介紹了研究背景、研究目的和意義、研究綜述、和本文所依據(jù)的理論基礎(chǔ)。 第二部分，研究設(shè)計(jì)。介紹了研究對(duì)象、研究方法、調(diào)查工具以及語(yǔ)料來(lái)源和樣本量。 第三部分，漢語(yǔ)能愿動(dòng)詞義項(xiàng)分析及漢外能愿表達(dá)對(duì)比。研究者在前人的基礎(chǔ)上對(duì)漢語(yǔ)能愿動(dòng)詞的語(yǔ)法和語(yǔ)義兩個(gè)平面進(jìn)行總結(jié)陳述，同時(shí)從義項(xiàng)的視角對(duì)漢、俄、塔、吉、哈語(yǔ)的能愿表達(dá)做對(duì)比。 第四部分，研究者通過(guò)對(duì)中亞留學(xué)生的控制性問(wèn)卷調(diào)查，在數(shù)據(jù)分析的基礎(chǔ)上，從語(yǔ)義平面，得出表達(dá)相同情態(tài)意義的不同能愿動(dòng)詞之間的習(xí)得順序傾向性，其中包括“能力”義、“意愿”義、“客觀可能”義、“義務(wù)”義、“許可”義和“推測(cè)”義的能愿動(dòng)詞習(xí)得順序傾向性。并運(yùn)用認(rèn)知語(yǔ)言學(xué)和模態(tài)語(yǔ)義學(xué)的相關(guān)理論對(duì)這一習(xí)得順序做出合理的解釋。 第五部分，，通過(guò)搜集中亞留學(xué)生的書(shū)面語(yǔ)料，在語(yǔ)義平面揭示中亞留學(xué)生習(xí)得單個(gè)典型能愿動(dòng)詞的各個(gè)情態(tài)義項(xiàng)的順序傾向性。同時(shí)運(yùn)用語(yǔ)言表達(dá)的主觀化理論從學(xué)習(xí)者的認(rèn)知平面對(duì)這一習(xí)得順序傾向作出合理解釋。 第六部分，從實(shí)際的教學(xué)出發(fā)，對(duì)教學(xué)和教材的編寫(xiě)提出了一些建議，以幫助中亞留學(xué)生更好得掌握漢語(yǔ)能愿動(dòng)詞。 第七部分是對(duì)全文的總結(jié)。
[Abstract]:The verb can wish has always been the focus and difficulty in teaching Chinese as a foreign language. The verb itself has different modal meaning, and the different verb can express the same meaning. This study attempts to compare Chinese, Russian, Tata, Ji and Kazakh languages in terms of meaning. Based on the theory of second language acquisition sequence, the author studies the acquisition order of Chinese verbal capacitive verbs for the students of Central Asia by means of longitudinal and horizontal investigation, using the methods of questionnaire and corpus collection. The acquisition sequence is revealed with the relevant theories of cognitive linguistics and some teaching strategies are put forward. The structure of this paper is divided into five parts: the first part, introduction. The research background, research purpose and significance, research review, and the theoretical basis of this paper are introduced. The second part, research and design. This paper introduces the research object, research method, investigation tools, corpus source and sample size. The third part, Chinese can wish verb meaning analysis and Chinese foreign can wish expression contrast. On the basis of previous studies, the researcher summarizes the grammatical and semantic aspects of Chinese vantage verbs, and makes a comparison between Chinese, Russian, Tata, Ji and Kazakh from the perspective of meaning. In the fourth part, on the basis of the data analysis and the data analysis, the researcher obtains the acquisition order tendency between the different willing verbs expressing the same modal meaning through the controlled questionnaire to the students from Central Asia, and on the basis of the analysis of the data. It includes "ability", "will", "objective possibility", "obligation", "permission" and "conjecture". Using the theories of cognitive linguistics and modal semantics, the acquisition sequence is explained reasonably. The fifth part, through collecting the written materials of the students from Central Asia, reveals the order tendency of each modal meaning of the single typical willing verb in the semantic plane. At the same time, the subjective theory of language expression is used to explain the acquisition order tendency from the learners' cognitive plane. In the sixth part, the author puts forward some suggestions on the teaching and the compilation of teaching materials from the perspective of practical teaching, in order to help the students of Central Asia to master the Chinese verb of wish better. The seventh part is a summary of the full text.
【學(xué)位授予單位】：新疆師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類(lèi)號(hào)】：H195.3

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