【摘要】：能愿動詞一直是對外漢語教學的重點和難點。能愿動詞本身具有不同的情態(tài)意義，不同的能愿動詞又可以表示相同的意義。該研究嘗試從義項角度對漢、俄、塔、吉、哈語能愿表達進行對比。研究采取縱向和橫向考察的方式，使用問卷調查和語料搜集的方法，依據第二語言習得順序理論得出了中亞留學生漢語能愿動詞的習得順序，并運用認知語言學相關理論對習得順序作出合理揭示并提出了一些教學策略。 本文的結構主要分為五部分： 第一部分，緒論。介紹了研究背景、研究目的和意義、研究綜述、和本文所依據的理論基礎。 第二部分，研究設計。介紹了研究對象、研究方法、調查工具以及語料來源和樣本量。 第三部分，漢語能愿動詞義項分析及漢外能愿表達對比。研究者在前人的基礎上對漢語能愿動詞的語法和語義兩個平面進行總結陳述，，同時從義項的視角對漢、俄、塔、吉、哈語的能愿表達做對比。 第四部分，研究者通過對中亞留學生的控制性問卷調查，在數據分析的基礎上，從語義平面，得出表達相同情態(tài)意義的不同能愿動詞之間的習得順序傾向性，其中包括“能力”義、“意愿”義、“客觀可能”義、“義務”義、“許可”義和“推測”義的能愿動詞習得順序傾向性。并運用認知語言學和模態(tài)語義學的相關理論對這一習得順序做出合理的解釋。 第五部分，通過搜集中亞留學生的書面語料，在語義平面揭示中亞留學生習得單個典型能愿動詞的各個情態(tài)義項的順序傾向性。同時運用語言表達的主觀化理論從學習者的認知平面對這一習得順序傾向作出合理解釋。 第六部分，從實際的教學出發(fā)，對教學和教材的編寫提出了一些建議，以幫助中亞留學生更好得掌握漢語能愿動詞。 第七部分是對全文的總結。
[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.
【學位授予單位】：新疆師范大學
【學位級別】：碩士
【學位授予年份】：2013
【分類號】：H195.3

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