【摘要】：虛詞是意義比較空靈,不能夠充當句子基干成分的詞,虛詞的數(shù)量不多,但是卻有著非常重要的作用,而語氣詞作為虛詞的一個重要分類,更是現(xiàn)代漢語中不可或缺的一部分。正確使用語氣詞可以讓句子形成不同的語義表達,“呢”是使用頻率相對較高,并且意義比較復雜的一個語氣詞,因而也是語氣詞教學中的一個重要部分。但是從學者們已有的研究成果看,我們不難發(fā)現(xiàn),大多數(shù)學者的研究重點都放在語氣詞的整體研究上,而對于“呢”的個體研究還不夠細致,因此這就需要我們通過對語氣詞“呢”的不斷學習和研究,對它進行更細致的分析。由于在英語中,通常是依靠語調和語序來表達句子的語氣,因而在英語中幾乎沒有使用語氣詞的情況,因此本文的研究對象將選取以英語為母語的留學生,對他們進行問卷調查,分析總結留學生對于語氣詞“呢”在不同句類中的使用情況,并通過考察語氣詞“呢”在調查問卷中出現(xiàn)的偏誤,分析留學生在該用“呢”而沒有用“呢”,不該用“呢”卻用了“呢”這兩種情況時,容易出現(xiàn)偏誤的原因,進而總結一些相關的教學策略,并據(jù)此對語氣詞“呢”進行實際的教學設計,希望能為語氣詞“呢”的對外漢語教學提供一定的借鑒意義。全文共分為五個部分:第一章,緒論。緒論部分主要介紹了論文的選題動機以及寫作意義,并詳細闡述了本文的研究方法,最后對語氣詞“呢”已有的研究進行了歸納總結。第二章,語氣詞“呢”的意義和習得情況分析。這一部分筆者首先通過總結前人對語氣詞“呢”意義的研究成果后,通過對比分析有無語氣詞“呢”的情況,分 .析了語氣詞“呢”最主要的語氣意義是表示強調兼提請注意。同時,筆者通過對語料庫的分析發(fā)現(xiàn),不管是留學生還是本族人,對于語氣詞“呢”在疑問句末的使用頻率相對較高,而在感嘆句末的使用頻率則大大低于疑問句末的使用頻率。結合問卷調查的數(shù)據(jù)分析,我們也得出了相同的結果,即留學生對于疑問句末語氣詞“呢”的掌握最為熟練,而感嘆句末語氣詞“呢”則常常容易被省略或被誤用為其他的語氣詞,進而詳細的分析了留學生在語氣詞“呢”的運用過程中容易出現(xiàn)的偏誤現(xiàn)象,并對其偏誤進行了分類。第三章,語氣詞“呢”的偏誤原因分析。本章總結了留學生在學習語氣詞“呢”時容易出現(xiàn)偏誤的原因。偏誤出現(xiàn)的原因主要分為外因和內因,從外部原因來看,主要包括教材的編寫、教師的教學方法、語言環(huán)境的創(chuàng)造等,而從內部原因看,主要包括母語負遷移,學習心態(tài)以及學習策略等原因。第四章,語氣詞“呢”的教學策略。這一章的內容主要根據(jù)學生出現(xiàn)的偏誤,針對性的從教材的編寫和教師的教學方法,以及學生的學習方法等三個方面提出了相應的教學策略,總結出在教材的編寫過程中應該注意教材對語氣詞“呢”的語法解釋,練習應該具有針對性,應該提高語氣詞“呢”在不同句類中的復現(xiàn)率等。在教師教學方法方面,教師可以多運用對比教學法,使用輕松活潑的課堂語言,設計多樣的課堂活動等。在學生學習方法方面,首先學生應該調整自己的學習態(tài)度,并充分利用身邊的通訊資源等。第五章,語氣詞“呢”的教學設計。本章主要是根據(jù)對問卷調查的分析,以及偏誤原因的分析和教學策略的提出,從而將其用于課堂實踐中,對語氣詞“呢”進行詳細的教學設計,由于初級階段,學生對語氣詞“呢”的掌握情況能為后一階段的學習奠定一定的基礎,因而教學設計選取楊寄洲主編的《發(fā)展?jié)h語之綜合教程》為教材,從中選擇課文進行教學設計。教學設計主要包括教學設計的目的、教學的內容和對象、以及具體實施的教學步驟。
[Abstract]:Functional words are words with relatively empty meanings and can not serve as the backbone of a sentence. The number of functional words is small, but they play a very important role. Modal words, as an important classification of functional words, are an indispensable part of modern Chinese. It is also an important part of the teaching of modal words because of its relatively high frequency and complicated meaning. However, from the existing research results of scholars, it is not difficult to find that most of the scholars focus on the overall study of modal words, while the individual study of "nao" is not detailed enough. This requires us to make a more detailed analysis of the modal word "la" through the continuous study and study of it. Because in English, usually rely on intonation and word order to express the mood of the sentence, so there is hardly any use of the modal word in English, so the object of this study will be English-speaking foreign students. By investigating the errors of the modal word "la" in the questionnaires, it is easy for foreign students to use "la" instead of "la" or "la" instead of "la" in the questionnaires. The paper is divided into five parts: Chapter 1, Introduction. The introduction mainly introduces the motivation of choosing the topic and the writing of the thesis. In the second chapter, the meaning and acquisition of the modal word "nao" are analyzed. In this part, the author first summarizes the predecessors'research results on the meaning of the modal word "nao", and then makes a comparative analysis of the modal word "nao". Meanwhile, through the corpus analysis, the author finds that the frequency of the use of the modal word "la" at the end of interrogative sentences is relatively high for both foreign students and native speakers, while the frequency of use at the end of exclamatory sentences is much lower than that at the end of interrogative sentences. According to the data analysis of the questionnaire, we also get the same result, that is, the foreign students are most proficient in mastering the modal word "niao" at the end of the interrogative sentence, while the modal word "niao" at the end of the exclamatory sentence is often omitted or misused as other modal words, and then analyze the modal word "niao" in detail. In the third chapter, the reasons for the errors of the modal word "nao" are analyzed. This chapter summarizes the reasons for the errors of the foreign students in learning the modal word "nao". The causes of the errors are mainly divided into external and internal causes, mainly including external causes. The compilation of textbooks, teachers'teaching methods, the creation of language environment, and from the internal reasons, mainly including negative transfer of mother tongue, learning mentality and learning strategies. In the process of compiling the textbook, we should pay attention to the grammatical interpretation of the modal word "la". The exercises should be targeted and the recurrence rate of the modal word "la" in different sentence categories should be improved. In the aspect of students'learning methods, first of all, students should adjust their learning attitudes and make full use of the communication resources around them. Chapter 5, the teaching design of the modal word "nah". This chapter is mainly based on the analysis of the questionnaire survey. And the analysis of the causes of the errors and the suggestion of the teaching strategies are put forward so as to apply them to the classroom practice and make a detailed teaching design of the modal word "nao". Because the students'mastery of the modal word "nao" in the primary stage can lay a certain foundation for the later stage of learning, the teaching design chooses "developing Han" edited by Yang Jizhou. The teaching design mainly includes the purpose of teaching design, the content and object of teaching, and the concrete teaching steps.
【學位授予單位】：華中師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：H195.3

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