英语为母语留学生习得语气词“呢、吧、
发布时间：2018-11-20 20:17
【摘要】：由于英语中缺少类似于汉语语气词的外显形式，而是利用语序或语调来表达语气。因此以英语为母语的留学生在语气词的习得过程中经常产生偏误。并且笔者发现对于语气词的非疑问语气偏误研究没有得到足够重视。本文从HSK动态语料作文库中筛选出以英语为母语的留学生156句错误使用语气词“呢”“吧”“啊”的非疑问语气的原始语料。通过对语料进行详细分析，得出偏误的类型主要为误用、多余、遗漏三大类。 本文通过中介语理论对偏误产生的类型进行归纳总结，认为产生偏误的原因主要有学习者的自身原因和外在因素两大方面组成。从学习者的自身原因考虑，包括1、母语负迁移。英语中语气词的缺失给汉语学习者语气词的学习造成很大程度上的障碍。英语为母语的学习者中最常见的偏误为语气词的遗漏。2、学习者目的语的泛化。由于学习者不适当的推理，造成过度泛化偏误。从外在原因考虑主要包括，，汉语和英语语气在表达手段和方式上的不同以及教材因素。 本文通过偏误的类型和偏误产生的原因提出如下教学策略：1、在学习中应该由浅入深，循序渐进。2、采用对比教学法，突出用与不用和用不同的语气词之间的区别。3、在教材编写以及课堂讲授中应该增加语气词的分量。4、采用多种教学方式。
[Abstract]:Due to the lack of explicit forms similar to Chinese modal words in English, the mood is expressed in word order or intonation. Therefore, English-speaking students often have errors in the acquisition of modal words. The author also finds that the research on non-interrogative mood bias of modal words has not been paid enough attention to. From the HSK dynamic corpus of compositions, this paper selects the original data of the non-interrogative mood of 156-sentence English native students who have misused the mood words "er" ah ". Through the detailed analysis of the corpus, it is concluded that the main types of bias are misuse, redundancy and omission. This paper sums up the types of errors through the theory of interlanguage, and concludes that the causes of errors are mainly composed of learners' own reasons and external factors. From the learner's own reasons, including 1, mother tongue negative transfer. The absence of mood words in English has greatly hindered the learning of mood words for Chinese learners. The most common errors among native English learners are omissions of modal words. 2. Generalization of target language. Due to improper reasoning by learners, overgeneralization bias is caused. The external reasons mainly include the differences between Chinese and English mood in the means of expression and teaching materials. This paper puts forward the following teaching strategies through the types of errors and the causes of errors: 1. In learning, we should go from shallow to deep, step by step. 2. We should adopt a contrastive teaching method to highlight the differences between using and not using and using different modal words. In the preparation of teaching materials and classroom teaching should increase the weight of mood words. 4, using a variety of teaching methods.
【学位授予单位】：吉林大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195.3
本文编号：2345893
[Abstract]:Due to the lack of explicit forms similar to Chinese modal words in English, the mood is expressed in word order or intonation. Therefore, English-speaking students often have errors in the acquisition of modal words. The author also finds that the research on non-interrogative mood bias of modal words has not been paid enough attention to. From the HSK dynamic corpus of compositions, this paper selects the original data of the non-interrogative mood of 156-sentence English native students who have misused the mood words "er" ah ". Through the detailed analysis of the corpus, it is concluded that the main types of bias are misuse, redundancy and omission. This paper sums up the types of errors through the theory of interlanguage, and concludes that the causes of errors are mainly composed of learners' own reasons and external factors. From the learner's own reasons, including 1, mother tongue negative transfer. The absence of mood words in English has greatly hindered the learning of mood words for Chinese learners. The most common errors among native English learners are omissions of modal words. 2. Generalization of target language. Due to improper reasoning by learners, overgeneralization bias is caused. The external reasons mainly include the differences between Chinese and English mood in the means of expression and teaching materials. This paper puts forward the following teaching strategies through the types of errors and the causes of errors: 1. In learning, we should go from shallow to deep, step by step. 2. We should adopt a contrastive teaching method to highlight the differences between using and not using and using different modal words. In the preparation of teaching materials and classroom teaching should increase the weight of mood words. 4, using a variety of teaching methods.
【学位授予单位】：吉林大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195.3
【参考文献】
相关期刊论文 前7条
1 李兴亚;语气词“啊,呢,吧”在句中的位置[J];河南大学学报(哲学社会科学版);1986年02期
2 齐沪扬;情态语气范畴中语气词的功能分析[J];南京师范大学文学院学报;2002年03期
3 施家炜;;外国留学生22类现代汉语句式的习得顺序研究[J];世界汉语教学;1998年04期
4 蓝红军;英语语气助词缺省及其汉译补偿[J];徐州建筑职业技术学院学报;2004年03期
5 丁恒顺;语气词的连用[J];语言教学与研究;1985年03期
6 储诚志;语气词语气意义的分析问题──以“啊”为例[J];语言教学与研究;1994年04期
7 徐丽华;外国学生语气词使用偏误分析[J];浙江师范大学学报;2002年05期
相关硕士学位论文 前1条
1 谢平;以英语为母语的留学生汉语语气助词的偏误分析[D];华东师范大学;2007年
本文编号：2345893
本文链接：https://www.wllwen.com/wenyilunwen/yuyanxuelw/2345893.html
