中高级留学生话语标记语教学研究

发布时间：2018-05-01 14:24

本文选题：对外汉语 + 话语标记语　；参考：《东北师范大学》2017年硕士论文

【摘要】：一般来说,在对外汉语日常教学活动中,教师的主要关注点是汉语的词汇、语法以及一些重要的本体知识,然后从定期考试的卷面情况来考查和评定学生对汉语的掌握情况。针对口语的教学和测评,通常会采取一些比较官方且正式的问题来进行,比如对某一事情的观点和看法、请你描述某事等等,忽略了对学生话语互动能力的考查和评估。我们通常会遇到许多笔试试卷成绩很高,在日常交流中却错误百出的学生。他们经常出现的问题诸如词不达意、所答非所问、或者忽略某些词汇或语句的情感表述造成谈话双方的不愉快等,这些问题有一部分是由于学生不熟悉汉语话语标记语导致的。话语标记语几乎应用于所有的语言当中,并以多种形式存在。它是一种十分常见而又非常重要的语言现象,具备语篇组织、语境顺应、人际互动等多种功能,所以,虽然话语标记语在句中几乎没有真实意义,但是它可以附加说话人的情感,帮助信息接收者理解信息发出者的真实意图,使交谈得以顺利进行。可以说,能否运用好话语标记语对于交际中的理解和表达十分重要。当前,关于话语标记语的研究主要集中在英语领域,而针对汉语领域的研究还比较少,并且主要是对某一个个体的研究,缺少系统的总结和论述。这是导致汉语教师有意无意地忽略对话语标记语的讲解和操练的主要原因。教师不重视话语标记教学的另外一个很重要的原因就是缺乏一个系统的关于话语标记语的教学方法。而学生由于在课堂中接触不到话语标记的知识和训练,在日常交流中很自然地对出现的话语标记采取回避策略,或者在理解的时候只是单纯的解读说话者语言的字面意思,而忽略说话者语言中的附加情感或者隐含语意,使交际双方出现信息误差甚至误解。笔者希望本文对于话语标记语的研究为话语标记语的教学提供一些参考和建议,使学生能够在课堂中更多的接触话语标记的相关知识和使用方法,从而掌握更为地道的汉语。本文除了引言和结语,主体部分共分四个部分,引言主要介绍了选题背景、研究的意义和目的、研究方法与研究设计以及研究的重点和难点。第一部分对话语标记语的研究现状进行简单的综述,并分析其特征与分类,同时还对与本研究相关的理论基础进行了解释和说明。第二部分是通过学生调查问卷得到的数据分析学生话语标记语的使用情况,考察学生的使用偏误并分析成因。第三部分是在教师问卷调查的基础上分析教师在话语标记语教学中存在的问题并分析其原因。第四部分是在前面发现问题和分析问题成因的基础上,给出的教与学的建议。结语是对本文的观点和结论的回顾和梳理。
[Abstract]:Generally speaking, in the daily teaching activities of Chinese as a foreign language, the teacher's main focus is on the vocabulary, grammar and some important knowledge of the Chinese language. For the teaching and evaluation of oral English, some official and formal questions are usually adopted, such as views and opinions on something, please describe something, and so on, neglecting the examination and evaluation of the students' ability to interact with each other. We usually encounter many students who do well in written exams and are riddled with errors in their daily communication. Some of these problems are caused by the students' unfamiliarity with the Chinese discourse markers, such as the lack of the meaning of the words, the incongruity of the answers or the neglect of the emotional expressions of some words or sentences, and so on, and some of these problems are caused by the students' unfamiliarity with the Chinese discourse markers. Discourse markers are used in almost all languages and exist in many forms. It is a very common and important language phenomenon, which has many functions, such as text organization, contextual adaptation, interpersonal interaction and so on. Therefore, although discourse markers have little real meaning in sentences, But it can add the speaker's emotion, help the message receiver to understand the real intention of the message sender, and make the conversation go smoothly. It can be said that the use of discourse markers is very important for the understanding and expression of communication. At present, the research on discourse markers is mainly focused on the English field, but the research on the Chinese field is still relatively few, and mainly on a certain individual research, lack of systematic summary and discussion. This is the main reason why Chinese teachers ignore the explanation and practice of discourse markers. Another important reason why teachers do not attach importance to the teaching of discourse markers is the lack of a systematic teaching method of discourse markers. However, students can't get into contact with the knowledge and training of discourse markers in class, so they naturally take avoidance strategies to the emerging discourse markers in their daily communication, or they can only interpret the literal meaning of the speaker's language when they understand them. Ignoring the additional emotion or implied meaning in the speaker's language leads to information errors and misunderstandings. The author hopes that the study of discourse markers in this paper will provide some references and suggestions for the teaching of discourse markers so that students can have more contact with the relevant knowledge and methods of using discourse markers in class so as to master more authentic Chinese. In addition to the introduction and conclusion, the main part is divided into four parts. The introduction mainly introduces the background of the topic, the significance and purpose of the research, the research method and design, as well as the emphases and difficulties of the research. The first part gives a brief overview of the current research situation of discourse markers, analyzes their characteristics and classification, and explains the theoretical basis of this study. The second part is to analyze the use of student discourse markers through the data obtained from the questionnaire, to investigate the students' use errors and to analyze the causes. The third part analyzes the teachers' problems in the teaching of discourse markers on the basis of teachers' questionnaire survey. In the fourth part, the teaching and learning suggestions are given on the basis of finding problems and analyzing the causes of the problems. The conclusion is a review of the views and conclusions of this paper.
【学位授予单位】：东北师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H195

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