反问句及其在对外汉语听力教学法中的探讨
摘要
反问句是现代汉语一个常用但复杂的句类。本文根据胡裕树、范晓的三个平面理论,从句法结构、语义、语用方面对现代汉语反问句的研究现状做了对比、分析和阐述,并且对反问句在对外汉语教学中应该使用的方法提出建议。
本文共分为六个部分：
引言部分：阐述了选题的目的和意义,并介绍整个文章的研究方法和步骤。
第二部分是针对反问句的定义总结了现有的学术文献。本文先回顾了反问句研究的历程,然后从句类、语用、修辞三个角度对现有定义做了归纳、分类,并做出小结：反问句定义须满足三个条件,反问句是疑问句的一种形式；反问句可以加重语气；反问句的语用价值多样化。
第三部分是从反问句的句法结构类型分析。本文在研究了几位学者的类型划分后,对此进行了总结、归纳,并通过分析提出了自己的划分方法。
第四部分的主要内容是反问句的语义分析。现有的一些学者将影响反问句语用价值的“重音、语调、语境”等内容与“反问句语义条件”同时认定为反问句语义分析的几个方面。目前,学界比较流行的是“否定说”和“隐性、显性说”本文从语义与语用的关系作为研究入口,认为两者互相影响、互相制约。
第五部分分析了反问句的语用方面.现在大部分学者和研究者都肯定了语境对于反问句语用的重要性,但还有些学者提出了更详细的学说,比如语调说、语境说等。本文就此提出自己的划分方法,提出了影响反问句语义的语境、重音、语调、语气副词四个因素,并分别进行闸述。
第六部分对反问句的对外汉语听力教学法尝试了探讨。本文首先分析了初级班留学生学习反问句的困难之处在于交流、教学、理解、练习这四个方面没有得到很好认知。接着,对现有HSK大纲和教材进行了分析。最后,提出了反问句在初级汉语听力课的教学对策和方法,提倡按照教材和课堂教学相结合的方法传授这一语法点,使留学生能更准确、更自如地运用反问句交际。
Rhetorical question is a very common use as well as very complicated kind of sentences in modern Chinese. Just because of its distinctiveness, rhetorical question has become one of those difficulties in the course of TCFL (Teaching Chinese as a Second language), both in teaching and learning. According to Hu, Yushu and Fan, Xiao's three plane theory of syntactic analysis, this paper made a comparison, analysis and presentation about rhetorical question's syntax, semantics and pragmatics in modern Chinese. In addition, it offers suggestions about the methods which should be used in TCFL.
This paper is divided into six parts:
Introduction part: states the purpose and significance of this paper and also introduce this paper's research methods and procedure.
Second part is the summary of available academic documents about the definition of rhetorical question. After reviewing the history of study of rhetorical question, this paper generalizes and classify the definitions or the explanation of rhetorical question from three angles: category, pragmatics and rhetoric. Therefore, a conclusion can be made that the definition of rhetorical question must meet three conditions, rhetorical question is a form of question, rhetorical question can aggravate the tone and the pragmatics value of rhetorical question is diversified.
Third part is to analyze the types of rhetorical question's sentence structure. Apart from studying several scholar's classifications and summing up those classifications, the author presents her own way of classification by analyzing all kinds of structures.
The fourth part is about the semantics analysis of rhetorical question. Some scholars now hold that "accent, intonation, context " which influence rhetorical question's pragmatics value and 'rhetorical question's semantics conditions" are some aspects of the rhetorical question's semantics analysis. At present, the "negative theory" and the "tacitness. dominance theory" are most popular in linguistic circle. This paper, starting from the study of the relationship of semantics and pragmatics, considers these two factors have mutual influence and restrict.
Rhetorical question's semantics is analyzed in the fifth part. Nowadays, although most scholars and researchers affirm the importance of context to rhetorical question's semantics, there still are some scholars who offer more detailed theory. For example, the intonation theory, the context theory, etc. Thus, the author presents her own way of classification and thinks that context, accent, intonation and model adverbs can all have influence on rhetorical question's semantics. This paper will elaborate these four factors individually.
The sixth part discusses the teaching methods of rhetorical question in TCFL listening. This paper first analyzes the difficulties during the course of foreign students' learning rhetorical question in the elementary stage. Those difficulties lie in communication, teaching, understanding and exercise and haven't been well recognized. In the following, this paper will do an analysis of HSK outline and textbooks. At last, it offers some solutions and suggestions to rhetorical question's teaching in listening of elementary stage. This paper recommends teaching method which combines both textbook and class teaching. In this way, foreign students can use rhetorical question more precise and more freely in communication.
本文共分为六个部分：
引言部分：阐述了选题的目的和意义,并介绍整个文章的研究方法和步骤。
第二部分是针对反问句的定义总结了现有的学术文献。本文先回顾了反问句研究的历程,然后从句类、语用、修辞三个角度对现有定义做了归纳、分类,并做出小结：反问句定义须满足三个条件,反问句是疑问句的一种形式；反问句可以加重语气；反问句的语用价值多样化。
第三部分是从反问句的句法结构类型分析。本文在研究了几位学者的类型划分后,对此进行了总结、归纳,并通过分析提出了自己的划分方法。
第四部分的主要内容是反问句的语义分析。现有的一些学者将影响反问句语用价值的“重音、语调、语境”等内容与“反问句语义条件”同时认定为反问句语义分析的几个方面。目前,学界比较流行的是“否定说”和“隐性、显性说”本文从语义与语用的关系作为研究入口,认为两者互相影响、互相制约。
第五部分分析了反问句的语用方面.现在大部分学者和研究者都肯定了语境对于反问句语用的重要性,但还有些学者提出了更详细的学说,比如语调说、语境说等。本文就此提出自己的划分方法,提出了影响反问句语义的语境、重音、语调、语气副词四个因素,并分别进行闸述。
第六部分对反问句的对外汉语听力教学法尝试了探讨。本文首先分析了初级班留学生学习反问句的困难之处在于交流、教学、理解、练习这四个方面没有得到很好认知。接着,对现有HSK大纲和教材进行了分析。最后,提出了反问句在初级汉语听力课的教学对策和方法,提倡按照教材和课堂教学相结合的方法传授这一语法点,使留学生能更准确、更自如地运用反问句交际。
Rhetorical question is a very common use as well as very complicated kind of sentences in modern Chinese. Just because of its distinctiveness, rhetorical question has become one of those difficulties in the course of TCFL (Teaching Chinese as a Second language), both in teaching and learning. According to Hu, Yushu and Fan, Xiao's three plane theory of syntactic analysis, this paper made a comparison, analysis and presentation about rhetorical question's syntax, semantics and pragmatics in modern Chinese. In addition, it offers suggestions about the methods which should be used in TCFL.
This paper is divided into six parts:
Introduction part: states the purpose and significance of this paper and also introduce this paper's research methods and procedure.
Second part is the summary of available academic documents about the definition of rhetorical question. After reviewing the history of study of rhetorical question, this paper generalizes and classify the definitions or the explanation of rhetorical question from three angles: category, pragmatics and rhetoric. Therefore, a conclusion can be made that the definition of rhetorical question must meet three conditions, rhetorical question is a form of question, rhetorical question can aggravate the tone and the pragmatics value of rhetorical question is diversified.
Third part is to analyze the types of rhetorical question's sentence structure. Apart from studying several scholar's classifications and summing up those classifications, the author presents her own way of classification by analyzing all kinds of structures.
The fourth part is about the semantics analysis of rhetorical question. Some scholars now hold that "accent, intonation, context " which influence rhetorical question's pragmatics value and 'rhetorical question's semantics conditions" are some aspects of the rhetorical question's semantics analysis. At present, the "negative theory" and the "tacitness. dominance theory" are most popular in linguistic circle. This paper, starting from the study of the relationship of semantics and pragmatics, considers these two factors have mutual influence and restrict.
Rhetorical question's semantics is analyzed in the fifth part. Nowadays, although most scholars and researchers affirm the importance of context to rhetorical question's semantics, there still are some scholars who offer more detailed theory. For example, the intonation theory, the context theory, etc. Thus, the author presents her own way of classification and thinks that context, accent, intonation and model adverbs can all have influence on rhetorical question's semantics. This paper will elaborate these four factors individually.
The sixth part discusses the teaching methods of rhetorical question in TCFL listening. This paper first analyzes the difficulties during the course of foreign students' learning rhetorical question in the elementary stage. Those difficulties lie in communication, teaching, understanding and exercise and haven't been well recognized. In the following, this paper will do an analysis of HSK outline and textbooks. At last, it offers some solutions and suggestions to rhetorical question's teaching in listening of elementary stage. This paper recommends teaching method which combines both textbook and class teaching. In this way, foreign students can use rhetorical question more precise and more freely in communication.
引文
1邵敬敏等,汉语语法专题研究,广西师范大学出版社.2003.1.
1黄伯荣,廖序东.现代汉语(增订四版)[M].北京：商务印书馆.2007
1李周.反问句的三个平面研究[硕士论文].重庆：西南大学.2008.5.
1李晓琪主编.钱旭菁.黄立编著.博雅汉语.北京大学出版社.2005.
2李芳杰.刘海芳主编.大众汉语(初级(?)武汉大学出版社.2002.
3刘德联.刘晓雨编著.中级汉语口语·上.北京：北京大学出版社.1996.6.
4.刘德联.刘晓雨编著.中级汉语口语·上.北京：北京大学出版社.1996.6
1马箭飞主编：李德钧.成文编著.汉语口语速成·基础篇[M].北京：北京语言大学出版社.2009.
2毛悦主编：井梦然.刘长征编著.汉语听力速成·提高篇[M].北京：北京语言大学出版社.2010.7
1翟美玲,对外汉语教学中的反问句研究.[硕士论文].山东大学.2008.5.
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1黄伯荣,廖序东.现代汉语(增订四版)[M].北京：商务印书馆.2007
1李周.反问句的三个平面研究[硕士论文].重庆：西南大学.2008.5.
1李晓琪主编.钱旭菁.黄立编著.博雅汉语.北京大学出版社.2005.
2李芳杰.刘海芳主编.大众汉语(初级(?)武汉大学出版社.2002.
3刘德联.刘晓雨编著.中级汉语口语·上.北京：北京大学出版社.1996.6.
4.刘德联.刘晓雨编著.中级汉语口语·上.北京：北京大学出版社.1996.6
1马箭飞主编：李德钧.成文编著.汉语口语速成·基础篇[M].北京：北京语言大学出版社.2009.
2毛悦主编：井梦然.刘长征编著.汉语听力速成·提高篇[M].北京：北京语言大学出版社.2010.7
1翟美玲,对外汉语教学中的反问句研究.[硕士论文].山东大学.2008.5.
[1]黄伯荣,廖序东.现代汉语(增订三版)[M].北京：商务印书馆.1981.
[2]黄伯荣,廖序东.现代汉语(增订四版)[M].北京：商务印书馆.2007.
[3]吕叔湘.现代汉语八百词[M].北京：商务印书馆.1980.
[4]王力.中国现代语法[M].北京：商务印书馆.1985.
[5]邵敬敏.现代汉语疑问句研究[M].上海：华东师范大学出版社.1996.
[6]吕叔湘.中国文法要略[M].北京：商务印书馆.1982.
[7]朱德熙.语法讲义[M].北京：商务印书馆.1982.
[8]冯春田,梁苑,杨淑敏.王力语言学词典[M].山东：山东教育出版社.1997.
[9]丁声树等.现代汉语语法讲话[M].北京商务印书馆.1999.
[10]陈望道.修辞学发凡[M].上海教育出版社.2000.
[11]刘月华,潘文娱,故韡.实用现代汉语语法[M].外语教学与研究出版社.1983.
[12]范晓.汉语的句子类型[M].书海出版社.1998.
[13]郭继懋.反问句的语义语用特点[J].中国语文.1997.2.
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[19]殷树林.“不就VP”反问句的句意类型[J].安庆师范学院学报(社会科学版).2007.3.
[20]晏宗杰.从“V+什么+V”看汉语表达的礼貌级别[J].汉语学习.2004.
[21]殷树林.论现代汉语反问句的语用价值[J].求是学刊.2008.1.
[22]张寅男.反问程度与礼貌程度[J].现代语文.2007.9.
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