中高级汉语口语教学中的话语标记研究

发布时间：2018-04-21 23:05

本文选题：对外汉语 + 话语标记　；参考：《辽宁师范大学》2013年硕士论文

【摘要】：话语标记是口语交际中特有的一类功能词,是人们在日常口语交际中不可或缺的部分,因此在口语教材编写中存在话语标记的使用现象。但是无论是对外汉语课堂上还是日常生活中,汉语学习者都很少主动使用这些表达方式,甚至完全没有注意到这一语用现象,有时还会因为未能正确理解谈话中的话语标记而产生误会。究其原因与对外汉语口语教材没有把话语标记这一语用现象作为教学内容有直接关系。同时教师与学习者对话语标记的忽略也一定程度上阻碍了汉语学习者汉语水平的提高。话语标记作为口语交际中重要的语用现象,越来越多地得到国内学者的关注,但在对外汉语教学领域的研究成果并不多。本文所做的工作主要体现在以下几个方面：我们在梳理国内外话语标记研究概况的基础上,依靠关联理论、语用顺应理论及会话策略相关理论,结合对外汉语口语教学的实际,重新对话语标记作出界定并介绍了具有代表性的话语标记类型；从口语交际的特点和目标出发,我们认为口语交际的特点和交际所要达到的目标之间的矛盾是话语标记产生的直接动因；本文将话语标记的语用功能与对外汉语中高级口语教材中的实例相结合,对话语标记的语用功能进行了分析,包括语篇连贯功能、协调顺应语境功能与人际交往协调功能；我们对中高级汉语学习者话语标记掌握运用程度进行了问卷调查,并对调查结果作出分析,指出偏误类型及偏误产生的原因——我们认为话语标记的误用与母语的负迁移效应和语码转换规则的过度泛化有关,最后提出对外汉语口语教学与教材编写的建议。
[Abstract]:Discourse markers are a kind of special functional words in oral communication, which is an indispensable part of daily oral communication. Therefore, the use of discourse markers exists in the compilation of oral teaching materials. However, whether in TCFL or in daily life, Chinese learners rarely take the initiative to use these expressions, or even pay no attention to this pragmatic phenomenon. Sometimes there are misunderstandings because the discourse markers in the conversation are not properly understood. The reason is that the pragmatic phenomenon of discourse markers is not regarded as teaching content in spoken Chinese as a foreign language teaching material. At the same time, the neglect of discourse markers by teachers and learners also hinders the improvement of Chinese language proficiency. As an important pragmatic phenomenon in oral communication, discourse markers have attracted more and more attention from domestic scholars, but there are few achievements in the field of teaching Chinese as a foreign language. The work of this thesis is mainly reflected in the following aspects: on the basis of reviewing the research situation of discourse markers at home and abroad, we rely on relevance theory, pragmatic adaptation theory and conversational strategy theory to combine with the practice of oral Chinese teaching as a foreign language. This paper redefines discourse markers and introduces the representative types of discourse markers, starting from the characteristics and objectives of oral communication. We think that the contradiction between the characteristics of oral communication and the goal of communication is the direct cause of discourse markers, and this paper combines the pragmatic functions of discourse markers with the examples of advanced oral textbooks in TCFL. This paper analyzes the pragmatic functions of discourse markers, including discourse coherence, contextual adaptation and interpersonal communication, and makes a questionnaire survey on the application of discourse markers among middle and advanced Chinese learners. By analyzing the results of the investigation, the author points out the types of errors and the causes of the errors. We think that the misuse of discourse markers is related to the negative transfer effect of mother tongue and the over-generalization of the rules of code-switching. Finally, the author puts forward some suggestions on teaching spoken Chinese as a foreign language and compiling textbooks.
【学位授予单位】：辽宁师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195.3

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