本文選題：留學(xué)生 + 反問句��； 參考：《南京大學(xué)》2013年碩士論文

【摘要】：反問句是中國(guó)人表情達(dá)意的重要手段,也是漢語(yǔ)學(xué)習(xí)者必須掌握的句型。在多個(gè)對(duì)外漢語(yǔ)教學(xué)大綱中都明確要求留學(xué)生能夠正確理解并運(yùn)用反問句,但是在對(duì)外漢語(yǔ)教學(xué)中,反問句的教學(xué)沒有引起足夠的重視,留學(xué)生的習(xí)得情況很不理想。 百余年來,反問句的現(xiàn)代漢語(yǔ)本體研究取得了豐碩的成果。但是反問句教學(xué)這個(gè)方向,20世紀(jì)90年代才剛剛開始嘗試,對(duì)外漢語(yǔ)反問句教學(xué)方面的研究也剛剛起步,趙雷、董付蘭、于天昱等的對(duì)外漢語(yǔ)反問句方面的研究,標(biāo)志著這一中心研究方向的開啟。但同時(shí)也存在著一些問題,那就是思路仍有局限,且專著性著作少有。本文嘗試以反問句的偏誤為切入點(diǎn),一方面通過調(diào)查結(jié)果和調(diào)查數(shù)據(jù)為進(jìn)一步研究反問句教學(xué)提供一些可以借鑒的數(shù)據(jù)和資料,豐富反問句的研究?jī)?nèi)容。這是本文研究的學(xué)術(shù)意義；另一方面,統(tǒng)計(jì)和分析的結(jié)果可以應(yīng)用于教學(xué)實(shí)踐,為教學(xué)實(shí)踐提供參考和借鑒。這是本文研究的實(shí)際意義。 在對(duì)外漢語(yǔ)教學(xué)中,反問句雖然在初級(jí)階段的課文中會(huì)出現(xiàn)一些,但是初級(jí)漢語(yǔ)學(xué)習(xí)者因?yàn)闈h語(yǔ)理解水平和表達(dá)水平有限,所以很少使用。有些在初級(jí)階段學(xué)習(xí)的反問句,也可能到了中高級(jí)階段才能理解和使用。反問句的學(xué)習(xí)和使用主要是在中高級(jí)階段。所以本文調(diào)查和研究的對(duì)象是中高級(jí)水平的漢語(yǔ)學(xué)習(xí)者。按照劉月華等(1983)的《實(shí)用現(xiàn)代漢語(yǔ)語(yǔ)法》,帶標(biāo)記的反問句一共可以分為十九小類,本文選擇了其中的四個(gè)標(biāo)記詞作為研究的對(duì)象,分別是：“難道”、“怎么”、“哪兒”、“不是…嗎”。 研究偏誤需要足夠的語(yǔ)料,本文的語(yǔ)料是通過三個(gè)途徑獲得的。一是調(diào)查問卷,調(diào)查問卷分為兩部分,分別考察反問句的理解和反問句的運(yùn)用。二是語(yǔ)料庫(kù)檢索法,在暨南大學(xué)的中介語(yǔ)語(yǔ)料庫(kù)中輸入標(biāo)記詞,通過系統(tǒng)檢索和人工篩選相結(jié)合的方式,得到符合需要的語(yǔ)料。三是結(jié)合教學(xué)實(shí)踐,收集學(xué)生在寫作中的運(yùn)用的反問句。對(duì)以上三種途徑獲得的語(yǔ)料進(jìn)行統(tǒng)計(jì)分析后我們發(fā)現(xiàn)：首先,在這四類反問句中,留學(xué)生最常使用的是“怎么”,其次是“難道”,“不是…嗎”和“哪兒”用的比較少。其次,我們把留學(xué)生出現(xiàn)的反問句偏誤分類整理后發(fā)現(xiàn)：反問句的偏誤類型比較集中,附加成分的偏誤占很大的比例,情態(tài)動(dòng)詞的偏誤尤為突出。 反問句難以習(xí)得,留學(xué)生很少使用是多方面因素共同作用的結(jié)果,論文的最后分別從大綱的角度、反問句自身的難度和特點(diǎn)方面、學(xué)習(xí)者使用的學(xué)習(xí)策略方面來解釋。然后通過調(diào)查問卷和深度訪談相結(jié)合的方式,向中高級(jí)的留學(xué)生提出了三個(gè)問題,從留學(xué)生的角度分析反問句在對(duì)外漢語(yǔ)教學(xué)中的難度和困境。
[Abstract]:Rhetorical sentence is an important means of Chinese expression, and it is also a sentence pattern that Chinese learners must master. In many syllabuses of teaching Chinese as a foreign language, foreign students are required to understand and use rhetorical sentences correctly. However, in the teaching of Chinese as a foreign language, the teaching of rhetorical questions does not attract enough attention, and the acquisition of foreign students is far from satisfactory. For more than a hundred years, the research on modern Chinese ontology of rhetorical sentences has achieved fruitful results. However, the direction of rhetorical question teaching has just begun to try in the 1990s, and the research on the teaching of Chinese rhetorical questions as a foreign language has just started. Zhao Lei, Dong Fulan, Yu Tianyu, etc., have done research on rhetorical sentences as a foreign language. It marks the beginning of the research direction of this center. But at the same time there are some problems, that is, the train of thought is still limited, and monograph works are rare. This paper attempts to use the errors of rhetorical questions as the starting point. On the one hand, through the investigation results and the survey data, we can provide some data and materials for further study on the teaching of rhetorical questions, and enrich the research content of rhetorical questions. On the other hand, the results of statistics and analysis can be applied to teaching practice and provide reference for teaching practice. This is the practical significance of this study. In the teaching of Chinese as a foreign language, although some rhetorical questions will appear in the texts at the primary stage, primary Chinese learners seldom use them because of their limited level of understanding and expression of Chinese. Some rhetorical questions that are learned at the primary stage may not be understood and used until the middle-and-advanced stages. The study and use of rhetorical sentences are mainly in the middle and advanced stage. Therefore, the object of this study is middle-to-advanced Chinese learners. According to "practical Modern Chinese Grammar" by Liu Yuehua et al. (1983), the tagged rhetorical questions can be divided into 19 subcategories. In this paper, four tagging words are selected as the object of study: "is", "how", "where". "No. "?" Enough data are needed to study errors, which are obtained through three ways. First, the questionnaire, which is divided into two parts, respectively, to examine the understanding of rhetorical questions and the use of rhetorical sentences. Secondly, the method of corpus retrieval is used to input marker words into the interlanguage corpus of Jinan University, and through the combination of systematic retrieval and manual screening, the data that meet the needs are obtained. The third is to collect students' rhetorical questions in writing in combination with teaching practice. Through the statistical analysis of the data obtained from the above three ways, we find that, first of all, among the four types of rhetorical sentences, the most frequently used by foreign students is "how", and the second is "," is not "鈥，

本文編號(hào)：2101208