泰国学生汉语语气词教学与研究

发布时间：2018-08-07 09:13

【摘要】：语气词是汉语表达情感的主要手段之一,掌握好语气词对我们的日常交流至关重要,但是由于语气词自身的特点,使它成为对外汉语教学的一个难点,更成为外国学生学习汉语的一大难点。本文选取“吗、啊、呢、吧、的、嘛”这几个典型的语气词作为研究对象,调查泰国学生在使用过程中出现的偏误,并对这些偏误进行详细的统计分析,尽可能的找出偏误产生的原因。最后从不同课型出发,有针对性地提出相应的教学策略,以促进这一学习主体汉语语气词的习得。全文共分为五个部分,包括正文三章,另外加上引言和结语。引言部分主要阐述了本文的研究意义和研究范围,并对近10年语气词在对外汉语教学界的研究进行一个简单的梳理。第1章简述了调查的目的,调查对象以及调查题设计的原则与标准,并分析出了调查问卷的结果。第2章针对第一章的结果分析表,对偏误率超过35%的试题进行进一步的鉴别,并在此基础上认为在同一位置上使用某个语气词的偏误率高于40%的偏误是有规律性的偏误,并进一步找出偏误产生的原因。第3章是语气词的教学,也是本文的重点,在综合课教学中我们首先对每一个语气词的本体研究进行了概括和总结,其次我们在了解了泰国学生习得汉语语气词偏误特点之后,有针对性地对每个语气词提出了相应的教学策略。在听说教学中,我们也大致提出一些教学建议,所有这些只希望能对我们的对外汉语语气词教学有所帮助。结语部分对全文的研究做了个简单的概述,并指出了本文研究的一些不足。
[Abstract]:Mood word is one of the main means to express emotion in Chinese. It is very important to master the mood word for our daily communication, but because of its own characteristics, it becomes a difficult point in teaching Chinese as a foreign language. It has also become a major difficulty for foreign students to learn Chinese. In this paper, we choose "ah," these typical modal words as the research object, investigate the errors that appear in the course of using by Thai students, and carry out detailed statistical analysis of these errors. Try to find out the cause of the error as much as possible. Finally, according to different class patterns, the author puts forward corresponding teaching strategies in order to promote the acquisition of Chinese modal words. The full text is divided into five parts, including three chapters, plus introduction and conclusion. In the foreword part, the significance and scope of the research are expounded, and the research of modal words in the field of teaching Chinese as a foreign language in the past 10 years is simply combed out. In chapter 1, the purpose of the investigation, the object of the investigation and the principles and standards of the design of the questionnaire are briefly described, and the results of the questionnaire are analyzed. The second chapter analyzes the results of the first chapter, and further discriminates the questions whose error rate exceeds 35%, and on this basis thinks that the error rate of using a certain modal word in the same position is a regular error, which is more than 40%. And further find out the causes of errors. The third chapter is the teaching of modal words, which is also the focus of this paper. In the comprehensive teaching, we first summarize and summarize the study of each modal word, and then we understand the characteristics of Thai students' acquisition of Chinese modal errors. The corresponding teaching strategies are put forward for each mood word. In the teaching of listening and speaking, we also put forward some teaching suggestions, all of which can only be helpful to our teaching of mood words in TCFL. The conclusion part makes a brief summary of the research and points out some shortcomings of this paper.
【学位授予单位】：广西师范大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H195

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