对外汉语教学中的话语标记语研究

发布时间：2018-01-18 10:22

本文关键词：对外汉语教学中的话语标记语研究　出处：《山东师范大学》2013年硕士论文　论文类型：学位论文

【摘要】：对外汉语教学的根本任务不单单是教给留学生汉语的语音、词汇、语法等本体方面的各种具体知识，更重要的是培养外国学习者运用汉语进行交际的能力，培养留学生说一口地道的汉语，使他们在交际过程中更容易理解别人也更容易被人理解。在教学中我们经常会遇见这样的学生：汉语学了好几年，本体知识掌握得很好，考试也能得高分，但是一旦到了具体的交际活动中，问题就接二连三地出现了，不是错误地理解了说话者的真正意图，就是没有把自己的意思表达得清晰得体，从而造成种种误会。造成这种现象的一个很重要的原因就是忽略了话语标记语这样一类看似简单，实则复杂而且又重要的语言现象。话语标记语是一种十分常见的语言现象，在各种语言中几乎都存在。话语标记语表面上看起来简单，没有多少语义概念，但是它们在语篇中却有着丰富的功能，不仅可以在语篇中起着提示、停顿、过渡、转折等重要作用，而且还有情态表达功能，传达着说话者的主观感情，从而帮助听话者正确理解说话者的真正意图。因此话语标记语在交际中的重要地位和作用是不容忽视的。虽然话语标记语有着不容忽视的作用，但是长期以来却没有受到足够的重视。直到1953年Randolph Quirk首次明确提出以后，人们才开始关注这类重要的语言现象。20世纪70年代以来，人们对话语标记语的关注度越来越高，但是一直以来，大部分的话语标记语研究还是集中在英语方面，对于汉语话语标记语的研究是极少的，而且即便是有汉语方面的研究，也大都是对单个的汉语话语标记语的研究，系统地研究汉语话语标记语的是少之又少，关于汉语作为第二语言的话语标记语研究几乎空白，这对于培养学生的交际能力是非常不利的。留学生在交际中出现的各种各样的问题，进一步凸显了我们对话语标记语研究的紧迫性和必要性。本文对话语标记语的研究，具体从以下几个方面展开：第一部分，是关于话语标记语研究的综述，对话语标记语的特点及研究现状进行描写；第二部分，对话语标记语的特征及功能进行细致描述，并且将它与其他有相似之处的结构进行对比，在前贤研究的基础上，对其进行了分类；第三部分，对中高级阶段留学生使用汉语话语标记语的情况进行考察分析；第四部分，通过调查分析的结果，总结出留学生使用话语标记语的特点以及出现的偏误；第五部分，针对以上考察的情况，，根据汉语话语标记语的特点及对外汉语教学的实际情况，从教材编写和教学方法两个方面提出相应的建议；最后，总结全文，指出不足之处，并指明深入的研究方向。
[Abstract]:The basic task of teaching Chinese as a foreign language is not only to teach foreign students Chinese pronunciation, vocabulary, grammar and other specific knowledge, but also to cultivate the ability of foreign learners to communicate with Chinese. Training foreign students to speak authentic Chinese makes it easier for them to understand and understand others in the process of communication. In teaching, we often meet students who have learned Chinese for several years. Noumenon knowledge is well mastered and high scores can be obtained in examinations, but once it comes to specific communication activities, problems arise one after another, rather than misunderstanding the real intention of the speaker. One of the most important reasons for this phenomenon is to ignore the seemingly simple kind of discourse markers. Discourse markers are a very common language phenomenon that almost exists in all languages. Discourse markers appear simple on the surface and lack many semantic concepts. However, they have a rich function in the text, not only can they play an important role in the discourse, such as hint, pause, transition, transition, etc., but also have the function of modal expression to convey the subjective feelings of the speaker. Therefore, the importance and function of discourse markers in communication can not be ignored. Although discourse markers play an important role, they have not received enough attention for a long time, until 1953, when Randolph Quirk was first put forward explicitly. Since 70s of the 20th century, people have paid more and more attention to discourse markers. Most of the researches on discourse markers are still focused on English, but there are few studies on Chinese discourse markers, even in Chinese. There are few researches on Chinese discourse markers and almost nothing on Chinese discourse markers as a second language. This is very disadvantageous to the cultivation of students' communicative competence. The various problems in communication among foreign students further highlight the urgency and necessity of our research on discourse markers. In this paper, the study of discourse markers is carried out from the following aspects: the first part is a review of the study of discourse markers, describing the characteristics and research status of discourse markers; The second part describes the features and functions of discourse markers in detail and compares them with other similar structures and classifies them on the basis of the previous studies. In the third part, the author makes an investigation and analysis on the use of Chinese discourse markers by middle and advanced stage students. Part 4th, through the investigation and analysis of the results, summed up the characteristics of the use of discourse markers and errors; Part 5th, according to the above investigation, according to the characteristics of Chinese discourse markers and the actual situation of teaching Chinese as a foreign language, the author puts forward the corresponding suggestions from two aspects of textbook compilation and teaching methods; Finally, it summarizes the full text, points out the deficiencies, and points out the in-depth research direction.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195.3

【参考文献】