發(fā)布時間：2018-05-01 08:00

  本文選題：疑問代詞 + 虛指用法　； 參考：《揚(yáng)州大學(xué)》2017年碩士論文

【摘要】：漢語疑問代詞的用法豐富多樣,總的來說有表疑問和不表疑問兩種,其中不表疑問的用法又分為任指和虛指。研究發(fā)現(xiàn),疑問代詞虛指用法經(jīng)常被運(yùn)用到口語中,但對留學(xué)生們來說,很難理解其用法,也很難將其運(yùn)用到日常生活中,因此研究疑問代詞虛指用法具有一定的理論意義和實(shí)際應(yīng)用價值。本文通過對疑問代詞的虛指用法的具體使用情況進(jìn)行分析,總結(jié)出了虛指用法的常用搭配,并對留學(xué)生使用疑問代詞虛指用法的偏誤情況進(jìn)行了分析和歸納。在此基礎(chǔ)上提出了一些教學(xué)建議,并進(jìn)行了相應(yīng)的教學(xué)設(shè)計(jì)。第一章界定了疑問代詞虛指用法的內(nèi)涵,并區(qū)別了非疑問用法中的任指用法和虛指用法;詳細(xì)描寫了“誰”、“什么”、“哪”、“哪兒”、“哪里”、“怎么”、“怎樣”、“幾”、“多”、“多少”、“多會兒”十一個疑問代詞的用法;特別是除“多會兒”之外的十個疑問代詞的虛指用法,包括搭配情況和重疊情況。這為對外漢語疑問代詞虛指用法教學(xué)提供強(qiáng)有力的理論基礎(chǔ),從根本上提升疑問代詞虛指用法的教學(xué)效果。第二章考察留學(xué)生對于常用疑問代詞虛指用法的掌握情況,并且根據(jù)問卷調(diào)查的結(jié)果顯示來分析其在使用疑問代詞虛指用法的過程中出現(xiàn)的偏誤。從問卷調(diào)查可以看出,留學(xué)生在使用疑問代詞虛指用法的偏誤主要集中在對于部分疑問代詞如“多少”、“幾”不能有效地區(qū)分虛指用法與疑問用法以及任指用法。通過課后調(diào)查得知,留學(xué)生普遍認(rèn)為疑問代詞的疑問用法在實(shí)際生活中使用較多,易于掌握和理解,但疑問代詞的虛指用法在實(shí)際生活中運(yùn)用相對較少或者使用者本身并未意識到自己使用了該用法,這也是疑問代詞虛指用法使用中出現(xiàn)偏誤的主要原因。第三章以偏誤分析為理論基礎(chǔ),問卷調(diào)查中留學(xué)生在使用疑問代詞虛指用法中出現(xiàn)的偏誤作為教學(xué)設(shè)計(jì)的現(xiàn)實(shí)基礎(chǔ),構(gòu)建疑問代詞“怎么”的虛指用法的教學(xué)設(shè)計(jì),同時記錄課堂教學(xué)情況、學(xué)生以及聽課教師反饋的教學(xué)結(jié)果。大部分學(xué)生已經(jīng)完全掌握“怎么”的虛指用法,部分學(xué)生雖已掌握用法但是不能很好地運(yùn)用,還有個別學(xué)生沒有區(qū)分清楚“怎么”的重疊形式和任指用法;聽課教師則認(rèn)為教學(xué)方式較為單一、課堂練習(xí)不夠充分。筆者對教學(xué)效果進(jìn)行了評價與反思,優(yōu)勢在于學(xué)生可以清晰掌握“怎么”的虛指用法,缺陷在于課時設(shè)計(jì)不夠合理、課堂練習(xí)形式不夠豐富、教學(xué)方式過于單一。在此基礎(chǔ)上,本章對教師講課、學(xué)生學(xué)習(xí)、教材編寫等都提出建議。教師應(yīng)當(dāng)根據(jù)偏誤分析的原理提前預(yù)測留學(xué)生在學(xué)習(xí)及使用過程中可能出現(xiàn)的偏誤,在教學(xué)中盡量避免引起偏誤的示范;講解時應(yīng)當(dāng)由易到難,注重與實(shí)際情況相結(jié)合,讓學(xué)生了解疑問代詞虛指用法在生活中的實(shí)際使用情況;在糾正學(xué)生偏誤時引導(dǎo)學(xué)生自己發(fā)現(xiàn)偏誤,同時鼓勵學(xué)生自己總結(jié)虛指用法的特點(diǎn)。學(xué)生應(yīng)當(dāng)采取積極的學(xué)習(xí)策略,加強(qiáng)基礎(chǔ)語法的學(xué)習(xí),辨別不同疑問代詞的感情色彩、使用范圍等。教材編寫時則應(yīng)遵循虛指用法的習(xí)得順序進(jìn)行全面描寫,并注重疑問代詞虛指用法系統(tǒng)分類描寫。
[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.

【學(xué)位授予單位】：揚(yáng)州大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：H195.3

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