无助词表达的功能、使用条件及教育学上的引入

发布时间：2019-02-17 18:02

【摘要】：本文以本身助词就不存在的无助词现象为中心考察了无助词的功能、使用条件及引入日语教学的方法。到目前为止的研究大多是作者自己创作的例子，所以这些例子是否自然是一个问题。其次，说话人和听话人共有的场所作为口语中很重要一部分却很少有人提到。此前的研究大多将重点集中在一部分助词上。因为助词本身就不存在的无助词文是最典型的一种情况，所以本文将在前人研究的基础上开始考察研究以本身助词就不存在的无助词现象为中心，使用无助词的功能、使用条件以及引入日语教育的方法。第0章介绍了本文的课题。第1章介绍了与本文相关的前人的研究、其中的问题，本文的研究方法，内容构成。第2章中首先从谈话场景里的信息传递角度考察了无助词的功能特别是助词本身就不存在的情况。第3章在此基础上根据助词不同分成四种讨论了必须加助词的情况，助词省略的情况和助词本身就不存在的无助词各自的使用条件。第4章分析了如何将助词本身就不存在的无助词引入到日语教育中去。第5章总结前文，，指明今后的课题。作为本文的结论共有以下三点： 1、在特定的谈话场合里可以用无助词表达来提出话题。在一般谈话场合里，以说话人和听话人都知道的信息为基础进行交流时，名词和谓语不需要遵循严密的逻辑关系，这是无助词表达和有助词形式的区别。在此基础上，将助词本身就不存在的无助词文共分成一、回避发话场合里的对比性和排他性情况；二、表达作者强烈感情的情况；三、礼貌表达三种情况来讨论谈话场合带来的影响，发现当说话人想要回避排他或者对比的时候使用助词本身就不存在的无助词文，这也是和有助词形式的区别。 2、在场景讨论的基础上，分助词一一讨论发现：要特别强调对比和排他时必须用助词，为了回避这种对比和排他时用助词本身就不存在的无助词表达，在助词功能不是强调对比和排他的情况下，可以用助词省略。 3、将助词本身就不存在的无助词表达引入日语教学时，在1中谈到三种情况的基础上设定了说话人意识到说话场景和人际关系的场景、说话人有很强感情表达的场景两类基础教学方法。
[Abstract]:This paper focuses on the phenomenon of helplessness which does not exist in the auxiliary word itself. This paper examines the function of the helpless word, the conditions of its use and the method of introducing Japanese teaching. Most of the research so far has been done by authors themselves, so whether these examples are naturally a question. Secondly, as an important part of spoken language, the common place of speaker and hearer is seldom mentioned. Most previous studies have focused on some of the auxiliary words. Because the helpless words that do not exist in the auxiliary word itself are the most typical case, this paper will begin to investigate and study on the basis of the previous studies, focusing on the phenomenon of the helpless words that do not exist in the auxiliary words themselves, and using the function of no auxiliary words. Conditions of use and methods of introducing Japanese education. Chapter 0 introduces the subject of this paper. The first chapter introduces the previous studies related to this paper, including the problems, the research methods and the content of this paper. In Chapter 2, the function of the helpless words, especially the non-existence of the auxiliary words, is investigated from the perspective of information transmission in the conversation scene. On this basis, the third chapter discusses the situation of auxiliary word must be added according to the different auxiliary words, the situation of auxiliary omitting and the conditions of using helpless words which do not exist in the auxiliary word itself. Chapter 4 analyzes how to introduce helpless words which do not exist in Japanese education. Chapter 5 summarizes the above and points out the future topic. As the conclusion of this paper, there are three points as follows: 1. In general conversation situations, nouns and predicates do not have to follow a strict logical relationship when communicating on the basis of information known to both the speaker and the hearer, which is the difference between the expression without auxiliary words and the form of auxiliary words. On this basis, the helpless words and articles which do not exist in the auxiliary word itself are divided into one, avoiding the contrastive and exclusive situation in the utterance, second, expressing the author's strong feelings; Thirdly, politeness expresses three situations to discuss the influence brought by the conversation, and finds that when the speaker wants to avoid exclusivity or contrast, he uses the helpless words which do not exist in itself, which is different from the auxiliary form. 2. On the basis of the scene discussion, it is found that in order to emphasize the contrast and exclusiveness, we must use the auxiliary words, in order to avoid the contrast and exclusiveness, we should use the helpless words which do not exist in the auxiliary words. In the case where the auxiliary function is not to emphasize contrast and exclusiveness, the auxiliary word can be omitted. (3) when introducing the expression of helpless words which do not exist in the auxiliary word itself into Japanese teaching, on the basis of the three situations mentioned in 1, the speaker is set up to be aware of the speaking scene and the scene of interpersonal relationship. The speaker has strong emotional expression of the scene of two basic teaching methods.
【学位授予单位】：上海外国语大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：H36-4

【相似文献】