日本留学生汉语疑问语气词习得研究
发布时间：2018-10-22 12:18
【摘要】：汉语疑问语气词意义空灵,用法复杂,但是在日常生活中使用频率很高,对于留学生而言,是比较难掌握又不得不学习的内容。在汉语疑问语气词的习得方面,日本留学生不同于欧美国家的学生。日语中存在着与汉语疑问语气词类似的表达,即在疑问句末尾的“终助词”。日语终助词“力、”适用于各种疑问句句型,与日语不同的是,汉语典型疑问语气词“吗”、“呢”、“吧”则有着各自的分工和句法分布。这种一对多的现象,既使日本留学生更容易接受汉语疑问语气词的表达,又给他们的习得带来了一定的障碍,容易产生偏误。因此,专门针对日本留学生的汉语疑问语气词习得分析是十分有必要的。 为了提高对外汉语教学的科学性以及促进日本留学生汉语疑问语气词的习得,本文从四个方面进行研究：一是立足本体论,确定汉语疑问语气词的典型成员,并且详细分析了“吗”、“呢”、“吧”三个典型疑问语气词的语法特征,为之后的对外汉语应用研究提供基础与支撑。二是立足于偏误分析、中介语等第二语言习得理论,结合HSK动态作文语料库以及调查问卷,统计分析日本留学生汉语疑问语气词习得的偏误情况,并且总结了常见的三种偏误类型,即遗漏、多余及误用。在此基础上,深入分析日本留学生形成这些偏误的内外因,重点归因于日汉疑问语气词一对多的现象、汉语疑问语气词语义及句法分布习得不足以及教材缺乏系统性和对比性。三是立足于对比分析理论,同时结合前文分析的偏误类型和偏误原因,将欧美留学生习得汉语疑问语气词的情况同日本留学生习得汉语疑问语气词的情况进行对比,从而总结出日本留学生习得汉语疑问语气词的两个主要特点,即日本留学生习惯使用汉语疑问语气词以及容易产生误用偏误。四是立足于对外汉语教学,综合考虑汉语疑问语气词本身的特点、日本留学生习得情况以及实际运用的需要,针对汉语疑问语气词的对外教学提出了一些建议,希望能够对本体论的研究、教材的设置以及教师教学水平的提高有所帮助。
[Abstract]:The Chinese interrogative modal words have empty meaning and complicated usage, but they are used frequently in daily life, so it is difficult to master and have to learn for foreign students. Japanese students are different from European and American students in the acquisition of Chinese interrogative motifs. There are similar expressions in Japanese to Chinese interrogative mood words, that is, "final auxiliary" at the end of interrogative sentences. The Japanese final auxiliary words "Li," are applicable to all kinds of interrogative sentence types. Different from Japanese, the typical Chinese interrogative modal words "do", "er" and "ba" have their own division of labor and syntactic distribution. This phenomenon of one-to-many makes it easier for Japanese students to accept the expression of Chinese interrogative motifs, but also brings some obstacles to their acquisition and leads to errors. Therefore, it is necessary to analyze the acquisition of Chinese interrogative motifs for Japanese students. In order to improve the scientific nature of teaching Chinese as a foreign language and to promote the acquisition of Chinese interrogative modal words by Japanese students, this paper studies from four aspects: first, based on ontology, the typical members of Chinese interrogative mood words are determined. The grammatical features of the three typical interrogative modal words are analyzed in detail, which provide the basis and support for the later research on the application of TCFL. Secondly, based on the theory of second language acquisition, such as error analysis, interlanguage and so on, combined with HSK dynamic composition corpus and questionnaire, this paper analyzes the errors of Japanese students' acquisition of Chinese interrogative mood words. And summarized the common three types of errors, that is, omission, redundancy and misuse. On this basis, the internal and external causes of these errors are deeply analyzed, which are mainly attributed to the phenomenon of one-to-many interrogative mood words in Japanese and Chinese, the insufficient acquisition of semantic and syntactic distribution of interrogative mood words in Chinese and the lack of systematic and contrastive teaching materials. Thirdly, based on the theory of contrastive analysis, combining the types of errors and the causes of errors in the previous analysis, the paper compares the acquisition of Chinese interrogative modal words between European and American students and Japanese students' acquisition of Chinese interrogative modal words. The two main characteristics of Japanese students' acquisition of Chinese interrogative modal words are summarized, that is, Japanese students are accustomed to using Chinese interrogative mood words and are prone to misuse them. Fourth, based on the teaching of Chinese as a foreign language, considering comprehensively the characteristics of the Chinese interrogative mood words, the acquisition situation of the Japanese students and the needs of their practical application, the paper puts forward some suggestions for the teaching of the Chinese interrogative mood words as a foreign language. It is hoped that it will be helpful to the study of ontology, the setting of teaching materials and the improvement of teachers' teaching level.
【学位授予单位】：湖南师范大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：H195.3
本文编号：2287135
[Abstract]:The Chinese interrogative modal words have empty meaning and complicated usage, but they are used frequently in daily life, so it is difficult to master and have to learn for foreign students. Japanese students are different from European and American students in the acquisition of Chinese interrogative motifs. There are similar expressions in Japanese to Chinese interrogative mood words, that is, "final auxiliary" at the end of interrogative sentences. The Japanese final auxiliary words "Li," are applicable to all kinds of interrogative sentence types. Different from Japanese, the typical Chinese interrogative modal words "do", "er" and "ba" have their own division of labor and syntactic distribution. This phenomenon of one-to-many makes it easier for Japanese students to accept the expression of Chinese interrogative motifs, but also brings some obstacles to their acquisition and leads to errors. Therefore, it is necessary to analyze the acquisition of Chinese interrogative motifs for Japanese students. In order to improve the scientific nature of teaching Chinese as a foreign language and to promote the acquisition of Chinese interrogative modal words by Japanese students, this paper studies from four aspects: first, based on ontology, the typical members of Chinese interrogative mood words are determined. The grammatical features of the three typical interrogative modal words are analyzed in detail, which provide the basis and support for the later research on the application of TCFL. Secondly, based on the theory of second language acquisition, such as error analysis, interlanguage and so on, combined with HSK dynamic composition corpus and questionnaire, this paper analyzes the errors of Japanese students' acquisition of Chinese interrogative mood words. And summarized the common three types of errors, that is, omission, redundancy and misuse. On this basis, the internal and external causes of these errors are deeply analyzed, which are mainly attributed to the phenomenon of one-to-many interrogative mood words in Japanese and Chinese, the insufficient acquisition of semantic and syntactic distribution of interrogative mood words in Chinese and the lack of systematic and contrastive teaching materials. Thirdly, based on the theory of contrastive analysis, combining the types of errors and the causes of errors in the previous analysis, the paper compares the acquisition of Chinese interrogative modal words between European and American students and Japanese students' acquisition of Chinese interrogative modal words. The two main characteristics of Japanese students' acquisition of Chinese interrogative modal words are summarized, that is, Japanese students are accustomed to using Chinese interrogative mood words and are prone to misuse them. Fourth, based on the teaching of Chinese as a foreign language, considering comprehensively the characteristics of the Chinese interrogative mood words, the acquisition situation of the Japanese students and the needs of their practical application, the paper puts forward some suggestions for the teaching of the Chinese interrogative mood words as a foreign language. It is hoped that it will be helpful to the study of ontology, the setting of teaching materials and the improvement of teachers' teaching level.
【学位授予单位】：湖南师范大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：H195.3
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