英语为母语的第二语言学习者汉语语气习得情况研究

发布时间：2018-04-29 13:30

本文选题：汉语语气词 + 英语为母语的第二语言学习者　；参考：《中央民族大学》2015年硕士论文

【摘要】：语气词是语气意义传递的最主要载体,在日常交流对话中起着重要的作用,它不仅能够帮助说话人更好地表情达意,同时也能够帮助听话人更充分地理解说话人所传递的意义,因此,语气词在汉语虚词系统中占有重要的地位。早前学界对语气词的研究主要集中在语气词的语气意义和语用功能上。随着研究的深入,近年来对语气词习得的研究越来越丰富。国别化的语气词习得研究逐渐得到了学者的重视,并出现了一些针对韩国、泰国、日本等国家第二语言学习者语气词习得情况的研究。即便如此,语气词习得研究仍是语气词研究中较为薄弱的部分,因此加强语气词习得的研究仍是必要的。此外,国别化的语气词习得研究在国家的选择上还存在一定的局限性,研究对象主要来自中国周边的亚洲国家,如韩国、泰国、蒙古国等。针对英语为母语的第二语言学习者的汉语语气词习得研究始终非常薄弱,因此,本文以语气词“啊、吧、吗、呢”为研究切入点,选取以英语为母语的第二语言学习者作为研究对象,对其汉语语气词的习得情况进行分析,并提出一些针对汉语语气词的教学对策。本文在梳理已有的语气词习得研究的概况和厘清语气词“啊、吧、吗、呢”的语气意义的基础上,通过测试的方法,对英语为母语的第二语言学习者汉语语气词习得情况进行了探究。根据对测试所获数据的整理,本文分析了英语为母语的第二语言学习者使用语气词“啊、吧、吗、呢”的正确率的高低,构拟其习得顺序,并分析了其语气习得偏误产生的具体原因,即汉英语气表达的差异、汉语语气词自身的特点以及教师或教材的误导等。最后,本文在研究和分析的基础上提出了针对以英语为母语的第二语言学习者的语气词教学对策。教学对策为：(1)遵循语气词习得的顺序进行教学,这不仅包括不同语气词之间的顺序,也包括同一个语气词内部的不同语气意义之间的教学顺序；(2)教学中注意结合语气词出现的语境进行教学；(3)教学中充分考虑汉英语气表达的不同,灵活运用教学方法。在提出教学对策的基础上,本文还提出了相对应的教材编排建议。
[Abstract]:The motif is the main carrier of mood meaning transmission, which plays an important role in daily communication and dialogue. It can not only help the speaker to express his or her meaning better, but also help the listener to understand the meaning conveyed by the speaker more fully. Therefore, modal words play an important role in Chinese function word system. Earlier studies on modal words focused on the modal meaning and pragmatic functions of modal words. With the deepening of the research, the research on the acquisition of modal words has become more and more abundant in recent years. The study on the acquisition of modal words in different countries has been paid more and more attention by scholars, and there have been some researches on the acquisition of modal words by second language learners in South Korea, Thailand and Japan. Even so, the study on the acquisition of modal words is still a weak part of the study of modal words, so it is necessary to strengthen the study of the acquisition of modal words. In addition, there are some limitations in the study of the national choice of mood words acquisition. The subjects are mainly from the Asian countries around China, such as Korea, Thailand, Mongolia and so on. The research on the acquisition of mood words in the second language learners is always very weak. Therefore, this paper takes the modal words "ah, bar, er, uh" as the starting point. The second language learners who are English as their mother tongue are selected as the research object to analyze the acquisition of Chinese mood words and to put forward some teaching strategies for Chinese mood words. On the basis of combing the existing research on the acquisition of modal words and clarifying the modal meaning of modal words "ah, bar, er,", this paper passes the method of testing. This paper explores the acquisition of Chinese modal words by second language learners. According to the data obtained from the test, this paper analyzes the correct rate of the second language learners using the modal words "ah, OK, er", and constructs the order of their acquisition. It also analyzes the specific reasons for the errors in mood acquisition, such as the differences between Chinese and English mood expressions, the characteristics of Chinese mood words and the misdirection of teachers or textbooks. Finally, on the basis of the research and analysis, this paper puts forward some teaching strategies for second language learners. The teaching countermeasure is: 1) follow the order of the acquisition of modal words, which includes not only the order of different modal words, It also includes the teaching order between different modal meanings within the same modal word (2) pay attention to the combination of the context of the mood words in the teaching and the different expressions of mood in Chinese and English, and make flexible use of teaching methods. On the basis of teaching countermeasures, this paper also puts forward the corresponding suggestions for the arrangement of teaching materials.
【学位授予单位】：中央民族大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：H195

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