高级水平日本留学生汉语语气助词“吧”、“吗”、“呢”习得研究

发布时间：2018-05-18 20:45

  本文选题：日本高级水平留学生 + 语气助词　； 参考：《北京大学》2013年硕士论文

【摘要】：本文在总结前人研究的基础上,以高级水平日本留学生为研究对象,以汉语常用语气助词“吧”、“吗”、“呢”为研究内容,通过HSK中介语料库检索出相应的原始语料,并采用中介语理论、对比分析法和运用分析理论分析高级水平日本留学生对这三个语气助词的习得情况。 通过对语气助词“吧”、“吗”、“呢”语料中每个义项或用法的具体使用情况进行了详细的统计和分析,文章发现高级水平日本留学生对这三个常用语气助词掌握情况比较乐观,他们习得“吧”的顺序为：祈使句尾表示催促句中表示举例祈使句尾表示请求祈使句尾表示建议疑问句尾表示揣测陈述句尾表示同意祈使句尾表示命令；“吗”的习得顺序为：否定形式的反问句肯定形式的反问句肯定形式的是非问句否定形式的是非问句；“呢”的习得顺序为：“还…呢”感叹句尾特指问句中主语后反问句尾句中其他成分后假设小句后“才…呢”感叹句尾选择问问句尾其他感叹句尾陈述句尾。 本文还发现“吧”、“吗”、“呢”的偏误类型主要有误代、误加、遗漏三种。义项不同或用法不同,出现的偏误情况也不同。在此基础上,我们还从母语负迁移、目的语影响、教师与教材、学习策略等角度分析了高级水平日本留学生学习语气助词“吧”、“吗”、“呢”产生偏误的原因。
[Abstract]:On the basis of summing up the previous studies, taking Japanese students at advanced level as the research object, and taking the common Chinese modal auxiliary words "bar", "do" and "er" as the research contents, the corresponding original data are retrieved from the HSK intermediate corpus. It also uses interlanguage theory, contrastive analysis and analytical theory to analyze the acquisition of these three modal auxiliaries by advanced Japanese students. Through the detailed statistics and analysis of the use of each meaning or usage of the modal auxiliary words "bar", "do" and "er" in the corpus, The paper finds that Japanese students at advanced level are more optimistic about the mastery of these three commonly used modal auxiliaries. The order in which they learn "bar" is as follows: the end of the imperative sentence means the end of the imperative sentence, the end of the request imperative sentence, the end of the suggestion question sentence, the end of the conjecture statement, the end of the sentence indicating consent to the imperative sentence, the end of the imperative sentence The acquisition order of "er" is: negative form of rhetorical question form of positive form of negative question sentence of negative form; "?" acquisition order is: "also 鈥，

本文编号：1907142