留学生现代汉语语气词“吧”习得研究

发布时间：2018-08-03 08:40

【摘要】：在现代汉语虚词中，语气词是表达情态和传递信息的一个重要类型，它们本身的语义空泛抽象,但却有助于实词表情达意。但与实词相比，它们的用法却复杂灵活得多。在对外汉语教学中，既要向学生介绍每一类词的共同特点，还要辨别每一个词的不同用法。“吧”是使用频率极高的一个语气词，但在对外汉语教学的研究中还是以教材研究居多，对留学生的习得顺序和偏误研究还十分薄弱，而且，在实际的对外汉语教学中，教师和学生往往容易忽视这一语气词的重要作用，以至于在使用时造成乱用或误用。因此，全面系统地研究留学生“吧”的习得顺序和偏误规律十分必要。针对对外汉语教学的实际，在多年来学者们对这一语气词研究的基础上，将语气词“吧”的用法分为八个具体类别。采用分析留学生中介语语料以及设计客观测试题两种方法，初步总结出汉语习得者们对这八种用法的掌握情况。具体方法是对HSK动态作文语料库中的中介语语料进行穷尽式的整理，从留学生作文中选取含有语气词“吧”的句子共1700句作为分析对象，并设计客观测试题，将回收到的测试结果进行汇总整理，再将中介语语料中“吧”不同用法的准确使用率和客观测试题的结果进行比对，可以发现留学生对“吧”不同用法的习得情况呈现出一定规律性。假设留学生对某一语法项目的正确使用率与习得顺序是高度吻合的，通过上述研究即可初步得出这样的结论：留学生对语气词“吧”不同用法的习得顺序是“表示建议、命令、请求→表示揣测→表示举例→其他”。此外，，还可以进一步总结出：在八种用法中只有三项被普遍掌握，其他用法如“表示语气停顿”、“成对出现表示交替假设”、“表示让步”等的习得呈现混乱无序的状态，并且在中介语语料中出现的频率非常很低，有些用法只有非常有限的语料可供参考。研究语料的过程中可以看到，留学生习得语气词“吧”时出现的偏误同样有规律可循，依然将HSK动态作文语料库中的中介语语料作为分析对象，总结出共有“与其他语气词之间错用”、“漏用”、“使用赘余”三种偏误类型。同时还可以发现，有一些具体的偏误项目出现频率较高并且具有显著的标记性词语。例如“吧”与“了2”、“还是”、“希望、请”以及“一定”等词语共现时产生的偏误。由于语气词本身的意义较弱，习得这一词类的过程需要依附一些意义较强、标记性明显的词语和句型等，因此本文着重对这些偏误项目进行了逐个分析并得出以下结论： “吧”与“了2”是否可以共现，取决于“了2”所在的句子是传达肯定的语气还是带有揣测的语气，如果表达的是陈述事实的肯定语气不能共现，如果带有揣测语气则可以共现。“吧”与“还是”经常共现，二者共同起到缓和语气和完句的作用，但汉语习得者经常漏用“吧”，造成句子语气不连贯、意义不完整。留学生语料中“吧”与“请、希望”等词语频繁共现造成偏误，句子成分赘余。当句子中有“一定”出现时，如果其表达的是“意志的坚决”这个义项是不能与“吧”共现的，当它表示“必然，确信无疑”这个义项时则可以与“吧”共现增强揣测语气。
[Abstract]:In modern Chinese function words, mood words are an important type of expressing modality and transmitting information. Their own meanings are abstract and abstract, but they are helpful to the expression of real words, but their usage is more complex and flexible than real words. In teaching Chinese as a foreign language, it is necessary to introduce the common characteristics of each category to students and to distinguish each other. The different use of a word. "Bar" is a very high frequency of language, but in the study of teaching Chinese as a foreign language, the majority of the study, the acquisition of the order and error of the foreign students is very weak, and in the actual teaching of Chinese as a foreign language, teachers and students tend to ignore the important work of this tone words. Therefore, it is necessary to study comprehensively and systematically the acquisition order and the rules of errors of "bar" by foreign students.
In view of the practice of teaching Chinese as a foreign language, on the basis of the study of the gas word in this language for many years, the usage of "bar" of the mood word is divided into eight specific categories. Two methods are used to analyze the corpus of foreign students' interlanguage and the design of objective test questions, and the mastery of the eight usage by the Chinese learners is preliminarily summarized.
The concrete method is to finish the exhaustive arrangement of the interlanguage corpus in the HSK dynamic composition corpus, and select 1700 sentences containing the mood word "bar" from the foreign students' composition as the analysis object, and design the objective test questions, collect the results of the test, and then make the different usage of the "bar" in the interlanguage corpus. Compared with the results of the objective test, it can be found that the students' acquisition of the different usage of "bar" shows a certain regularity. Assuming that the correct use rate of a student to a certain grammatical item is in good agreement with the acquisition order, this conclusion can be obtained by the above study. The acquisition order of different uses of the word "bar" is "presentation of advice, commands, requests, representations, examples, and others". In addition, it can be further concluded that only three of the eight uses are universally grasped, other uses such as "expression pause", "alternate hypothesis for appearance", "show concession" and so on. Acquisition is in a state of chaos and disorder, and the frequency of its occurrence in the interlanguage corpus is very low. Some usages are limited to a very limited number of corpus for reference.
In the process of studying the corpus, we can see that the errors of the foreign students' acquisition of the mood word "bar" are also regular, and still take the intermediate language materials in the HSK dynamic composition corpus as the analysis object, and conclude that there are three types of misuse, "leakage" and "use redundant". It is found that some specific errors have higher frequency and marked marked words, such as "bar" and "2", "still", "Hope", "please" and "certain" and other words in common. Because the meaning of the mood word itself is weak, it is necessary to attach some significance to the process of learning the word class. Therefore, this paper focuses on the analysis of these errors one by one and draws the following conclusions:
Whether the "bar" and "2" can be shared depends on whether the sentence in which "2" is located is a positive tone or a conjectural tone. If the positive tone of the statement is expressed, the positive tone of the statement can not be shared, and if the mood is conjectural, the "bar" and the "or" are common, and the two together play a mild mood and finish. The role of the sentence, but the Chinese learners often miss the "bar", resulting in the sentence tone is not coherent, the meaning is incomplete. The foreign language materials "bar" and "please, hope" and other words frequently cause errors, sentence composition redundant. When the sentence there is "certain", if it expresses "resolute will" of the meaning is not When it expresses the meaning of "certainty, certainty", it can increase its conjecture with "Ba".
【学位授予单位】：吉林大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H195

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