基于对外汉语教学的部分单音节语气副词功能及用法研究

发布时间：2018-05-13 20:04

本文选题：单音节语气副词 + 量级评注　；参考：《山东大学》2010年硕士论文

【摘要】： 单音节语气副词是现代汉语中非常特别的一类词,它们语义虚化、用法复杂,却又在中国人的日常会话中有较高的使用频率。它们被认为个性特征远多于共性,所以之前的研究多以个案研究为主,共性研究是薄弱环节。与此同时,在对外汉语教学中,对单音节语气副词缺少足够重视,外国人使用较少,是他们汉语表达生硬的症结之一。本文从对外汉语教学的应用出发,归纳总结了部分单音节语气副词的三种功能及用法：量级评注功能、指示背景功能和语气的主观量。量级评注功能主要体现在四个词上：“就、才、还、都”,是指单音节语气副词具有对句子中的量级成分进行主观评注的功能,有增值评注和减值评注之分。根据语法、语义、语用的不同,它又可分为“评注主表句”和“评注从表句”两类,但在实际语用中二者也常组成杂糅句。本文从认知的角度,分析了“就、才、还、都”在这两类句子中的结构、评注指向和方向、情态表达等,得出了该功能的基本用法,并利用这些用法对一些典型的语言现象进行了解释。单音节语气副词的指示背景功能和语气的主观量紧密联系,是一个问题的两个方面。本文列举了“又、并、可、才、竟、倒、非、偏、就、正”等十个常用单音节语气副词指示背景功能的用法,得出单音节语气副词指示背景功能的一般规律是：以逆转性的指示为主,顺承式的指示较少。关于单音节语气副词语气的主观量,本文按照语气量值由小到大的顺序,将单音节语气副词分七类进行了介绍：“将就、让步”类、量级评注类、“辩解”类、“契合”类、“意外”类、“反驳”类和“意愿”类。本文对外国人习得单音节语气副词的情况进行了调查,调查由问卷调查与访谈两种形式组成,通过数据统计与分析,得出了14条结论。据此,本文总结了外国人在单音节语气副词习得方面的四大问题及其成因,并就此提出了六点教学对策,包括大纲、教材、教学、教师、考试以及习得者本人等方面。最后,本文结合前半部分的本体理论研究,设计了一份服务于对外汉语教学的单音节语气副词习得提纲,对单音节语气副词的习得顺序提出了本文的建议。
[Abstract]:Monosyllabic mood adverbs are a very special class of words in modern Chinese. They are semantic vacuity and complicated in usage, but they are used frequently in Chinese daily conversation. They are considered to have far more personality characteristics than commonalities, so most of the previous studies focused on case studies, and the study of commonalities was weak. At the same time, the lack of enough attention to monosyllabic mood adverbs and the less use of foreigners in teaching Chinese as a foreign language is one of the sticking points of their Chinese expression. Starting from the application of teaching Chinese as a foreign language, this paper sums up three functions and usage of some monosyllabic mood adverbs: the function of order of magnitude commentary, the function of indicating background and the subjective quantity of mood. The function of the order of magnitude commentary is mainly embodied in four words: "just, also, all", which means that monosyllabic mood adverbs have the function of subjectively commenting on the order of magnitude in a sentence, and there is a distinction between value-added commentary and impairment commentary. According to the differences of grammar, semantics and pragmatics, they can be divided into two categories: "commentary main table sentence" and "commentary subordinate form sentence", but in practical pragmatics, they also often form a mixed sentence. From the cognitive point of view, this paper analyzes the structure, the direction and direction of the commentary, the modal expression and so on in the two kinds of sentences, and obtains the basic usage of this function. Some typical linguistic phenomena are explained by these usages. The direct background function of monosyllabic mood adverbs is closely related to the subjective quantity of mood, which is two aspects of one problem. This paper enumerates the usage of ten common monosyllabic mood adverbs, such as "again, and, can, unexpectedly, upside down, wrong, partial, positive," and so on, indicating the background function. It is concluded that the general rule of background function of monosyllabic mood adverbs is that the reverse indicator is the main indicator and the consonant indicator is less. As for the subjective quantity of monosyllabic mood adverbs, this paper introduces the monosyllabic mood adverbs in the order of mood quantity from small to large: "will give way", "order of magnitude commentary", "justification", "fit", etc. "accident", "refutation" and "will". This paper investigates the acquisition of monosyllabic mood adverbs by foreigners, which consists of two forms: questionnaire survey and interview. Through statistics and analysis, 14 conclusions are drawn. On this basis, this paper summarizes the four problems and their causes of foreigners' acquisition of monosyllabic mood adverbs, and puts forward six teaching countermeasures, including syllabus, teaching materials, teaching, teachers, examinations and learners themselves. Finally, this paper designs an outline for the acquisition of monosyllabic mood adverbs serving for teaching Chinese as a foreign language, and puts forward some suggestions on the acquisition order of monosyllabic mood adverbs.
【学位授予单位】：山东大学
【学位级别】：硕士
【学位授予年份】：2010
【分类号】：H195.3

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