留学生“什么”反问句学习情况考察

发布时间：2018-07-13 13:51

【摘要】：现代汉语中,反问句是对其形式有所否定的无疑而问的问句。疑问代词“什么”除了在疑问句中表疑问之外,还能在反问句中充当否定标记。由于“什么”反问句在结构形式上和疑问句大致相似,留学生学习起来比较困难。因此理清“什么”反问句的特点,弄清楚留学生在学习“什么”反问句中存在的问题以及原因所在,对于对外汉语教学是很有意义的。全文主要包括五部分：第一部分：主要阐述本文的选题缘起、研究范围,从“反问句”研究和“什么反问句”研究两方面概述前人的研究成果,并说明本文的研究方法,即：定性分析法、定量分析法、中介语理论、对比分析法、偏误分析法。第二部分：基于前人的研究成果,考察母语语料库中746句“什么”反问句,从语音、语义、句法三个层面区分“什么”反问句和疑问句,同时还对比“什么”诘醒句,从而界定了“什么”反问句的范围,即“什么”在句中充当否定标记无疑而问的问句。据此,本文将语料库中的“什么”反问句句型分为三类：普通框架式、特殊固定式和特殊特有式；在语用功能上,将其衍生功能分为七类：反对辩驳、告诫劝说、抱怨指责、惊讶诧异、感叹说理、谦虚客气、补充强调。第三部分：根据“什么”反问句的句型、语义、功能等特点制定问卷,问卷包括“基本信息”、“识别”、“理解”和“运用”四个部分,并对华中师范大学国际交流学院2012年——2013年度各级别的80个留学生进行问卷调查,收回有效问卷49份。调查问卷得出以下结论：第一,“什么”反问句学习难度大,整体把握程度较低；第二,留学生普遍在识别和理解上较好,但在运用上存在较大问题,主要是回避现象较多；第三,留学生学习“什么”反问句存在学习阶段的群体差异：高级最好,初级最差；第四,“什么”反问句不同的识别条件、语用功能和句型结构对不同级别的留学生来说存在不同的难易程度和习得顺序。该部分还从内部和外部两方面分析原因,内部原因主要有：母语迁移、目的语规则泛化、汉语学习时间和回避策略；外部原因主要包括教学影响和语言环境影响。第四部分：针对留学生学习、教材编写及课堂教学方面存在的问题,提出相关建议,最后结合不同的教学法设计具体的教学方案。第五部分：结语,主要指出本文的创新和不足之处。
[Abstract]:In modern Chinese, rhetorical questions are doubtless questions that negate their forms. The interrogative pronoun "what" can also serve as a negative marker in rhetorical questions, in addition to expressing doubt in interrogative sentences. Since the "what" rhetorical question is similar in structure to the interrogative sentence, it is more difficult for foreign students to learn. Therefore, it is of great significance for teaching Chinese as a foreign language to clarify the characteristics of "what" rhetorical questions, and to find out the problems and reasons existing in the study of "what" rhetorical questions by foreign students. The full text mainly includes five parts: the first part: mainly elaborates the origin of the topic, the research scope, from "rhetorical question" research and "what rhetorical sentence" research two aspects of the previous research results, The research methods are qualitative analysis, quantitative analysis, interlanguage theory, contrastive analysis and error analysis. Part two: based on the previous research results, the author investigates 746 "what" rhetorical sentences in the mother tongue corpus, differentiating "what" rhetorical sentences and interrogative sentences from three levels: phonetics, semantics and syntax, and contrasting "what" rhetorical sentences with "what" rhetorical sentences. It defines the scope of "what" rhetorical question, that is, "what" serves as a negative mark in the sentence. Accordingly, this paper divides the "what" rhetorical sentence types in the corpus into three categories: common frame type, special fixed type and special peculiar form; in pragmatic functions, the derived functions are divided into seven categories: opposing argument, admonishing persuasion, complaining and criticizing. Surprise, exclamation, modesty and politeness, add emphasis. The third part: according to the characteristics of "what" rhetorical questions, including "basic information", "identification", "understanding" and "application", the questionnaire is composed of four parts: "basic information", "recognition", "understanding" and "application". A questionnaire survey was conducted among 80 international students from 2012 to 2013 in the School of International Exchange, Central China normal University, and 49 valid questionnaires were collected. The results of the questionnaire are as follows: first, the learning of "what" rhetorical questions is difficult and the degree of overall grasp is low; second, the students generally recognize and understand well, but there are some problems in the application, mainly the phenomenon of avoidance; Third, foreign students learn "what" rhetorical sentences exist in the study stage of the group differences: advanced best, primary worst; fourth, "what" rhetorical sentence different recognition conditions, Pragmatic functions and sentence structure have different degrees of difficulty and acquisition order for foreign students at different levels. This part also analyzes the reasons from both internal and external aspects. The main internal reasons are: mother tongue transfer, target language rule generalization, Chinese learning time and avoidance strategy, and external reasons mainly include the influence of teaching and language environment. The fourth part: aiming at the problems existing in the study of foreign students, the compilation of teaching materials and the classroom teaching, the author puts forward some relevant suggestions, and finally designs the specific teaching plan combined with different teaching methods. The fifth part: conclusion, mainly points out the innovation and deficiency of this paper.
【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

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