试论祈使义句教学

发布时间：2019-01-23 20:40

【摘要】：正现代汉语按语气划分出陈述句、疑问句、祈使句和感叹句四大句类。一种句类是表达一种语气(比如用疑问句表达疑问语气)的最基本也是最常用的手段。因而在语言学习的初始阶段,有必要学习并掌握这些最基本的表达方式。但在实际言语中,各句类之间的区分并不是泾渭分明的,它们之间呈现出异常复杂的交叉关系。这表现为:一个意思可以用不同的句类来表达,同一个句子亦可表达不同的句类义。换言之,语气与功能之间没有整齐对应的关系,比如,陈述一件事实,不一定非要用陈述语气: (1)我这么大年纪的人了,难道还不能料理自己吗?(朱自清:背影)例(1)以疑问语气表达了陈述的内容。为了便于讨论,我们把表达同一意思的不同句类的集合称为义句,以别于按语气划分出的句类。由此可得陈述义句、疑问义句、祈使义句和感叹义句。其中祈使义较之陈述义、疑问义和感叹义更常借用其它句类来表达。如何用较为明了较易掌握的方法将汉人在实际交际中经常使用的祈使义句教给留学生使之能够切合场景的得体的使用,这一直是对外汉语教学中的一个较难把握的教学重点,本文试浅
[Abstract]:Modern Chinese is divided into four categories: declarative sentence, interrogative sentence, imperative sentence and exclamatory sentence. A type of sentence is the most basic and commonly used means of expressing a mood (such as interrogative mood). Therefore, in the initial stage of language learning, it is necessary to learn and master these basic expressions. However, in actual speech, the distinction between sentence categories is not clear, and they show a very complex cross-relationship. This can be manifested as: a meaning can be expressed in different sentence categories, the same sentence can also express different syntactic meanings. In other words, there is no neat correspondence between tone and function. For example, it is not necessary to state a fact: (1) can't I take care of myself when I am my age? Zhu Ziqing: shadow 1.The content of the statement is expressed in a interrogative tone. For the sake of discussion, we refer to the set of different sentence types which express the same meaning as semantic sentences, which are different from the sentence types that are classified according to the mood. This leads to declarative, interrogative, imperative and exclamatory sentences. The imperative meaning is more often expressed by other sentence types than the declarative meaning, interrogative meaning and exclamatory meaning. How to teach the Chinese imperative sentences, which are often used by the Han people in practical communication, to suit the appropriate use of the scene in a more clear and easy way has always been a difficult teaching focus in the teaching of Chinese as a foreign language (TCFL). This article tries shallow
【作者单位】：南京师范大学留学生部

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