疑问代词的虚指用法与对外汉语教学

发布时间：2018-05-01 08:00

本文选题：疑问代词 + 虚指用法　；参考：《扬州大学》2017年硕士论文

【摘要】：汉语疑问代词的用法丰富多样,总的来说有表疑问和不表疑问两种,其中不表疑问的用法又分为任指和虚指。研究发现,疑问代词虚指用法经常被运用到口语中,但对留学生们来说,很难理解其用法,也很难将其运用到日常生活中,因此研究疑问代词虚指用法具有一定的理论意义和实际应用价值。本文通过对疑问代词的虚指用法的具体使用情况进行分析,总结出了虚指用法的常用搭配,并对留学生使用疑问代词虚指用法的偏误情况进行了分析和归纳。在此基础上提出了一些教学建议,并进行了相应的教学设计。第一章界定了疑问代词虚指用法的内涵,并区别了非疑问用法中的任指用法和虚指用法;详细描写了“谁”、“什么”、“哪”、“哪儿”、“哪里”、“怎么”、“怎样”、“几”、“多”、“多少”、“多会儿”十一个疑问代词的用法;特别是除“多会儿”之外的十个疑问代词的虚指用法,包括搭配情况和重叠情况。这为对外汉语疑问代词虚指用法教学提供强有力的理论基础,从根本上提升疑问代词虚指用法的教学效果。第二章考察留学生对于常用疑问代词虚指用法的掌握情况,并且根据问卷调查的结果显示来分析其在使用疑问代词虚指用法的过程中出现的偏误。从问卷调查可以看出,留学生在使用疑问代词虚指用法的偏误主要集中在对于部分疑问代词如“多少”、“几”不能有效地区分虚指用法与疑问用法以及任指用法。通过课后调查得知,留学生普遍认为疑问代词的疑问用法在实际生活中使用较多,易于掌握和理解,但疑问代词的虚指用法在实际生活中运用相对较少或者使用者本身并未意识到自己使用了该用法,这也是疑问代词虚指用法使用中出现偏误的主要原因。第三章以偏误分析为理论基础,问卷调查中留学生在使用疑问代词虚指用法中出现的偏误作为教学设计的现实基础,构建疑问代词“怎么”的虚指用法的教学设计,同时记录课堂教学情况、学生以及听课教师反馈的教学结果。大部分学生已经完全掌握“怎么”的虚指用法,部分学生虽已掌握用法但是不能很好地运用,还有个别学生没有区分清楚“怎么”的重叠形式和任指用法;听课教师则认为教学方式较为单一、课堂练习不够充分。笔者对教学效果进行了评价与反思,优势在于学生可以清晰掌握“怎么”的虚指用法,缺陷在于课时设计不够合理、课堂练习形式不够丰富、教学方式过于单一。在此基础上,本章对教师讲课、学生学习、教材编写等都提出建议。教师应当根据偏误分析的原理提前预测留学生在学习及使用过程中可能出现的偏误,在教学中尽量避免引起偏误的示范;讲解时应当由易到难,注重与实际情况相结合,让学生了解疑问代词虚指用法在生活中的实际使用情况;在纠正学生偏误时引导学生自己发现偏误,同时鼓励学生自己总结虚指用法的特点。学生应当采取积极的学习策略,加强基础语法的学习,辨别不同疑问代词的感情色彩、使用范围等。教材编写时则应遵循虚指用法的习得顺序进行全面描写,并注重疑问代词虚指用法系统分类描写。
[Abstract]:The usage of interrogative pronouns in Chinese is rich and varied. In general, there are two kinds of interrogative and non interrogative uses, of which the usage of the non interrogative is divided into both the reference and the imaginary. The study finds that the use of the interrogative pronoun is often used in spoken English, but it is difficult for the students to understand its usage and it is difficult to apply it to daily life. Studying the usage of the interrogative pronoun has a certain theoretical and practical value. Through the analysis of the specific usage of the usages of the interrogative pronouns, this paper sums up the common collocations of the usage of the imaginary fingers, and analyses and sums up the error conditions of the use of the imaginary pronouns of the interrogative pronouns for the foreign students. The first chapter defines the connotation of the usages of the interrogative pronoun, and distinguishes the non interrogative usage from the non interrogative usage and the use of the imaginary reference. It describes in detail the "who", "what", "where", "where", "where", "what", "how", "how", "many", "how much" "The use of the eleven interrogative pronouns, especially the ten interrogative pronouns except for a short time, including the collocation and overlap, which provides a strong theoretical basis for the teaching of the usages of the interrogative pronouns in the Chinese language, and fundamentally improves the teaching effect of the usages of the interrogative pronoun. Second In the chapter, we examine the mastery of the use of the commonly used interrogative pronoun, and analyze the errors in the use of the interrogative pronouns according to the results of the questionnaire survey. From the questionnaire, we can see that the errors of the use of the interrogative pronoun in the use of the interrogative pronoun mainly focus on some interrogative generations. Words such as "how many" and "few" can not be effectively divided into imaginary use and interrogative usage and the use of reference. After class investigation, it is found that students generally think the interrogative usage of interrogative pronouns is more used in real life, easy to master and understand, but the use of interrogative pronouns in real life is relatively less or used in real life. The main reason for the use of the use is not realized by himself, which is also the main reason for the misuse of the interrogative pronoun. The third chapter takes the error analysis as the theoretical basis. In the questionnaire survey, the errors appearing in the use of the interrogative pronoun in the questionnaire survey are the realistic basis of the teaching design and the construction of the interrogative pronoun "how" The teaching design of the use of virtual fingers is designed to record the classroom teaching situation, the students and the teaching results of the teachers' feedback. Most of the students have fully grasped the "how" use of the virtual finger, some students have mastered the use but can not be used well, and some students do not distinguish the "how" of the overlapping form and reference. The teacher thinks that the teaching method is relatively simple and the classroom practice is not enough. The author makes an evaluation and Reflection on the teaching effect. The advantage is that the students can clearly grasp the "how" usage, the defects lie in that the design is not reasonable enough, the form of the classroom practice is not rich enough, and the teaching method is too single. On this basis, In this chapter, some suggestions are made for teachers' lectures, students' study and textbook compilation. Teachers should predict the errors that may arise in the course of study and use of students in advance according to the principle of error analysis, and try to avoid the demonstration of errors in the teaching. Ask pronouns to refer to the actual use of use in life; guide students to find errors when correcting students' errors and encourage their students to summarize their own characteristics. Students should adopt positive learning strategies, strengthen basic grammar learning, distinguish the emotional colors of different questioning pronouns, use the scope, etc. We should follow the acquisition sequence of virtual reference and make a comprehensive description, and pay attention to the systematic classification and description of the interrogative pronoun.

【学位授予单位】：扬州大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H195.3

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