初级汉语教材中典型语气助词“吗、呢、吧、

发布时间：2018-06-09 21:46

本文选题：初级汉语教材 + 典型语气助词　；参考：《陕西师范大学》2012年硕士论文

【摘要】：本文在前人研究的基础上,对五套初级汉语教材中典型语气助词“吗、呢、吧、啊”的编排进行了考察,从课文、语法解释和练习三个方面分析了教材中这些典型语气助词。在分析结果的基础上,根据前人时贤的研究成果和三个平面理论、对外汉语教学理论、对比语言学理论,针对教材中语气助词的编排,本文提出了意见和建议。全文共分为四个部分：一、绪论部分简要回顾了典型语气助词“吗、呢、吧、啊”的研究状况,发现对这些语气助词的本体研究还依然停留于句法语义方面,并且学术界对这些语气助词的语气意义的研究还没有形成定论。对这些语气助词的语用功能进行深入研究的文章不多。在对外汉语教学方面,典型语气助词“吗、呢、吧、啊”的研究成果远没有本体方面的丰富,并且多集中在语气助词的疑问句用法的习得研究上。在已有研究成果的基础上,笔者确立了本文的研究方向和目标。二、运用描写和对比的方法考察了《汉语基础》、《初级汉语课本》、《新实用汉语课本》(1、2)、《博雅汉语》(Ⅰ Ⅱ)和《目标汉语·基础篇》(1-4册)这五套教材中典型语气助词“吗、呢、吧、啊”所在的课文、语法解释和练习设计。通过和本族人在不同句式中使用语气助词的使用率相比,我们发现这五套教材对典型语气助词“吗、呢、吧、啊”的编排基本上是按照本族人的使用率的高低编排的。但是教材中“吗、呢、吧、啊”的有些用例的比率很低。语气助词在课文中首现之后,在其后的课文中也进行了复现。在语法点解释方面,这五套教材对典型语气助词的解释多是从句法、语义的角度进行描述性地解释,没有解释这些语气助词使用的条件、场合等。没有语境,语气助词的运用特点很难体现。这五套教材在解释语气助词时,给出的例句大部分是单句。除了《汉语基础》对例句有外语翻译外,其他四部教材都没有对例句进行翻译。在练习方面,《汉语基础》没有“吗、呢、吧、啊”的相关练习。《初级汉语课本》的练习形式还有待丰富,练习数量也有待增加。《博雅汉语》(Ⅰ Ⅱ)和《目标汉语·基础篇》(1-4册)的练习形式比较多样。《新实用汉语课本》(1、2)的练习形式最为丰富,不但有课堂练习,还有综合练习册。这说明汉语教材的编写者对语气助词练习的重视程度有很大差别。三、本章根据自己对教材的考察和分析,运用三个平面理论、对外汉语教学理论和对比语言学理论,从课文、语法解释、练习、汉外对比方面对初级汉语教材的编写提出了意见和建议。在课文方面,教材编写者应调整语气助词在各句式中的使用率。选择的会话内容必须来源于客观语料。同时,必须保证语气助词所在的话轮的转接自然和流畅。在语法解释方面,应介绍和语气助词相关的格式及同现的常用副词,设置语境和对例句进行翻译。在练习方面,应编排设计多样化的练习,增加练习的数量,让学生的练习更有效。四、本章对本文进行了总结,指出了本文的不足之处。
[Abstract]:On the basis of previous studies, this paper makes an investigation on the arrangement of the typical mood auxiliary word ", it, bar, ah" in the five sets of primary Chinese textbooks, and analyzes these typical modal particles in the three aspects of text, grammar interpretation and practice. On the basis of the analysis results, according to the research results of the predecessors and the three plane theories, The teaching theory of Chinese as a foreign language and the theory of contrastive linguistics have put forward suggestions and suggestions for the arrangement of modal auxiliaries in textbooks. The full text is divided into four parts.
First, the part of the introduction briefly reviews the research status of the typical modal particle, "do it, bar, ah", and finds that the noumenon research of these modal auxiliaries still remains in the syntactic and semantic aspects, and the academic circles have not yet formed a definite theory on the study of the modal meaning of these modal particles. There are not many articles in the study. In the teaching of Chinese as a foreign language, the study of the typical modal particle "is it, it, ah, ah" is far from the rich and concentrated in the study of the use of interrogative sentences in mood auxiliary words. On the basis of the existing research results, the author has established the research direction and goal of this paper.
Two, using the method of description and comparison, we examine the text, grammar explanation and practice design in the five sets of textbooks, such as "Chinese Foundation >" primary Chinese textbook > "new practical Chinese textbook > (1,2)," Boya Chinese > "(I II) and" target Chinese "(1-4 Books). Compared with the use of mood auxiliary words, we find that the five sets of textbooks are basically arranged according to the rate of use of the people, but the ratio of some use cases in the textbook is very low. In the grammatical point explanation, the explanation of the grammatical point is that the explanation of the typical modal particles is mostly explained from the perspective of syntax and semantics, and does not explain the conditions for the use of these mood auxiliaries, the situation and so on. There is no context, and the use of the mood auxiliary words is difficult to reflect. The five sets of materials are used to explain the mood auxiliary words. Most of the examples are single sentences. Except for the translation of the basic Chinese language, the other four textbooks have not translated the examples. In practice, the Chinese foundation does not have the related exercises of "is it, it, ah, ah". The practice form of the primary Chinese textbook is still to be enriched and the number of practice needs to be increased. I II) and < target Chinese and basic text > (1-4 volumes) have various forms of practice. < New Practical Chinese textbook > (1,2) is the most abundant practice form, not only in class practice but also in comprehensive exercise books. This shows that the writer of Chinese textbooks has a great difference in the importance of the language auxiliary word exercises.
Three, this chapter, based on the investigation and analysis of the teaching materials, uses three plane theories, the theory of teaching Chinese as a foreign language and the theory of contrastive linguistics, and puts forward some suggestions and suggestions for the compilation of primary Chinese textbooks from the aspects of text, grammatical interpretation, practice and comparison between Chinese and foreign countries. At the same time, the selected conversation must be derived from the objective corpus. At the same time, it is necessary to ensure the transfer of the word wheel of the mood auxiliary word. In the grammatical interpretation, we should introduce the format of the auxiliary word and the common adverbs in common use, set up the context and translate the examples. In practice, we should arrange a variety of design practice. Learn to increase the number of exercises to make students practice more effectively.
Four, this chapter summarizes the article and points out the shortcomings of this article.
【学位授予单位】：陕西师范大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H195.4

【参考文献】