语气副词“到底”、“毕竟”、“究竟”的对外教学

发布时间：2018-06-28 17:38

本文选题：语气副词 + 到底　；参考：《华中师范大学》2013年硕士论文

【摘要】：语气副词“到底”、“毕竟”、“究竟”是汉语中较难的一组词,也是留学生容易出现偏误的语法点之一。本文通过语料分析和对比研究等方法,对语气副词“到底”、“毕竟”、“究竟”的汉语本体以及留学生在使用上出现偏误的现象进行了科学的研究和分析,并针对问题提出对应的教学策略,希望能对汉语学习者以及研究者有所帮助。全文共分为七个部分：第一章,绪论。主要交代了研究的意义、研究的方法,并对学术界关于语气副词“到底”、“毕竟”、“究竟”的研究现状进行了归纳总结。第二章,语气副词“到底”、“毕竟”、“究竟”的语法意义。包括语气副词“到底”、“毕竟”、“究竟”各个词的语义分析,及三者之间的交叉对比。第三章,语气副词“到底”、“毕竟”、“究竟”的句法特征。集中探讨三者在句法分布上的共同点和差异性,并归纳出其常用的句法结构。第四章,语气副词“到底”、“毕竟”、“究竟”的语篇功能。从语用的角度分析语气副词“到底”、“毕竟”、“究竟”在具体语境中的作用。第五章,留学生使用语气副词“到底”、“毕竟”、“究竟”的偏误分析。基于HSK动态作文语料库,调查留学生的习得情况,统计留学生在使用中出现偏误的类型,并多角度地分析偏误产生的原因。第六章,语气副词“到底”、“毕竟”、“究竟”的学习及教学建议。从偏误出发,针对性地提出学生该如何学以及教师该如何教的相关建议。第七章,结语。总结全文的主要内容,指出创新点及不足之处。
[Abstract]:Mood adverb "after all", "after all" is a difficult group of words in Chinese, and it is also one of the grammatical points where foreign students are prone to errors. By means of corpus analysis and contrastive study, this paper makes a scientific research and analysis on the Chinese ontology of mood adverbs "after all", "after all" and "what is wrong" in the use of foreign students. And the corresponding teaching strategies are put forward in order to help Chinese learners and researchers. The full text is divided into seven parts: chapter one, introduction. This paper mainly explains the significance of the research, the research methods, and summarizes the current research situation of the mood adverbs "after all", "after all" and "after all" in academic circles. The second chapter, the grammatical meaning of mood adverb "after all", "after all". It includes the semantic analysis of mood adverbs, "after all", "what is the end", and the cross-comparison between the three words. Chapter three, the syntactic features of mood adverbs, after all, and after all. This paper focuses on the common and different syntactic distribution among them, and sums up their common syntactic structures. Chapter four, the textual functions of mood adverbs "after all", "after all" and "after all". This paper analyzes the function of mood adverbs "after all", "after all" and "after all" in specific context from the perspective of pragmatics. In chapter 5, the error analysis of the mood adverb, "after all" and "after all" is given. Based on HSK dynamic composition corpus, this paper investigates the acquisition of foreign students, statistics the types of errors in the use of foreign students, and analyzes the causes of errors from various angles. Chapter six, the study and teaching advice of mood adverb "after all", "after all". This paper puts forward some suggestions about how students should learn and how teachers should teach. Chapter VII, conclusion. This paper summarizes the main contents of the paper, and points out the innovation points and shortcomings.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195.3

【相似文献】