本文選題：能愿動詞“可以” + 意義與用法��； 參考：《華中師范大學》2014年碩士論文

【摘要】：能愿動詞“可以”不僅是現(xiàn)代漢語研究較為薄弱的環(huán)節(jié),也是外國留學生學習漢語能愿動詞的重點和難點。由于同一個能愿動詞有不同的義項,而不同的能愿動詞又有相同的語義交叉,這就使很多留學生在學習“可以”的意義和用法時出現(xiàn)了大量的偏誤。因此,學習能愿動詞“可以”就成了對外漢語教學的重點和難點。 為了提高對外漢語的教學效率,幫助留學生熟練地掌握漢語能愿動詞“可以”的用法,本文根據(jù)外國學者Palmer對能愿動詞的研究,把能愿動詞“可以”分為兩種用法,一種是動力情態(tài),一種是道義情態(tài),同時在大量總結(jié)前人的研究成果基礎(chǔ)上,主要探究了能愿動詞“可以”的五種基本語義,并對比了“能”“May”和“可以”的區(qū)別,幫助留學生全面準確地掌握“可以”的用法。然后,通過對HSK動態(tài)作文語料庫和問卷調(diào)查的統(tǒng)計和分析,筆者將留學生產(chǎn)生的偏誤進行了分類,即：遺漏偏誤、錯序偏誤、誤加偏誤和混用偏誤等。從而充分了解初中級留學生對“可以”的使用情況,為能愿動詞的教學提供了依據(jù),也為之后“可以”的對外漢語教學設(shè)計提供了參考。最后,筆者大膽創(chuàng)新將任務型教學模式引入“3P"教學模式形成了“3P型的任務教學模式”,創(chuàng)新了對外漢語教學設(shè)計,提高了對外漢語教學效率。
[Abstract]:The verb "can" is not only a weak link in the study of modern Chinese, but also a key and difficult point for foreign students to learn Chinese verbs. Since the same verb has different meanings and the different verbs have the same semantic crossover, many foreign students have a lot of errors in learning the meaning and usage of "can". Therefore, learning the verb "can" has become the focus and difficulty in teaching Chinese as a foreign language. In order to improve the efficiency of teaching Chinese as a foreign language and help foreign students to master the usage of "can" in Chinese, this paper divides the verb "can" into two kinds according to the study of "can" by Palmer, a foreign scholar. One is dynamic modality, the other is deontic modality. At the same time, on the basis of summing up the previous research results, this paper mainly explores the five basic semantics of "can", and compares the difference between "can" May "and" can ". To help foreign students to fully and accurately grasp the use of "can". Then, through the statistics and analysis of HSK dynamic composition corpus and questionnaire survey, the author classifies the errors produced by foreign students, such as omission error, wrong order error, error plus error and mixed error, etc. Therefore, we can fully understand the use of "can" by junior and middle school students, which provides a basis for the teaching of the verb "can wish", and also provides a reference for the teaching design of "can" in teaching Chinese as a foreign language. Finally, the author boldly innovates and introduces the task-based teaching model into the "3P" teaching mode, forms the "3P-type task-based teaching model", innovates the design of teaching Chinese as a foreign language, and improves the efficiency of teaching Chinese as a foreign language.
【學位授予單位】：華中師范大學
【學位級別】：碩士
【學位授予年份】：2014
【分類號】：H195.3

【參考文獻】

相關(guān)期刊論文 前5條

1 熊文;助動詞研究述略[J];漢語學習;1992年04期

2 李存周;;“可以”用法淺探[J];韶關(guān)學院學報(社會科學);2006年10期

3 張燕平;;“能”與“可以”的偏誤分析[J];語文學刊;2011年09期

4 王曉鈞;從留學生的語病看漢語助動詞的特點和用法[J];語言教學與研究;1983年01期

5 池昌海;《史記》中助動詞“可”和“可以”語法功能差異初探[J];語言研究;2004年02期

，

本文編號：1870146