【摘要】：現(xiàn)代漢語中,反問句是對其形式有所否定的無疑而問的問句。疑問代詞“什么”除了在疑問句中表疑問之外,還能在反問句中充當否定標記。由于“什么”反問句在結(jié)構(gòu)形式上和疑問句大致相似,留學(xué)生學(xué)習(xí)起來比較困難。因此理清“什么”反問句的特點,弄清楚留學(xué)生在學(xué)習(xí)“什么”反問句中存在的問題以及原因所在,對于對外漢語教學(xué)是很有意義的。全文主要包括五部分： 第一部分：主要闡述本文的選題緣起、研究范圍,從“反問句”研究和“什么反問句”研究兩方面概述前人的研究成果,并說明本文的研究方法,即：定性分析法、定量分析法、中介語理論、對比分析法、偏誤分析法。 第二部分：基于前人的研究成果,考察母語語料庫中746句“什么”反問句,從語音、語義、句法三個層面區(qū)分“什么”反問句和疑問句,同時還對比“什么”詰醒句,從而界定了“什么”反問句的范圍,即“什么”在句中充當否定標記無疑而問的問句。據(jù)此,本文將語料庫中的“什么”反問句句型分為三類：普通框架式、特殊固定式和特殊特有式；在語用功能上,將其衍生功能分為七類：反對辯駁、告誡勸說、抱怨指責(zé)、驚訝詫異、感嘆說理、謙虛客氣、補充強調(diào)。 第三部分：根據(jù)“什么”反問句的句型、語義、功能等特點制定問卷,問卷包括“基本信息”、“識別”、“理解”和“運用”四個部分,并對華中師范大學(xué)國際交流學(xué)院2012年——2013年度各級別的80個留學(xué)生進行問卷調(diào)查,收回有效問卷49份。調(diào)查問卷得出以下結(jié)論：第一,“什么”反問句學(xué)習(xí)難度大,整體把握程度較低；第二,留學(xué)生普遍在識別和理解上較好,但在運用上存在較大問題,主要是回避現(xiàn)象較多；第三,留學(xué)生學(xué)習(xí)“什么”反問句存在學(xué)習(xí)階段的群體差異：高級最好,初級最差；第四,“什么”反問句不同的識別條件、語用功能和句型結(jié)構(gòu)對不同級別的留學(xué)生來說存在不同的難易程度和習(xí)得順序。該部分還從內(nèi)部和外部兩方面分析原因,內(nèi)部原因主要有：母語遷移、目的語規(guī)則泛化、漢語學(xué)習(xí)時間和回避策略；外部原因主要包括教學(xué)影響和語言環(huán)境影響。 第四部分：針對留學(xué)生學(xué)習(xí)、教材編寫及課堂教學(xué)方面存在的問題,提出相關(guān)建議,最后結(jié)合不同的教學(xué)法設(shè)計具體的教學(xué)方案。 第五部分：結(jié)語,主要指出本文的創(chuàng)新和不足之處。
[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.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2013
【分類號】：H195.3

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本文編號：2119586