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  本文關(guān)鍵詞： 應(yīng)答詞 應(yīng)對功能 使用情況　出處：《南京師范大學(xué)》2014年碩士論文　論文類型：學(xué)位論文

【摘要】：本文以應(yīng)答詞“是、對、好、行”的應(yīng)對功能為研究內(nèi)容,在前人基礎(chǔ)上將其進行分類,對意義和用法非常接近的應(yīng)答詞進行細致的討論,總結(jié)出這四個應(yīng)答詞的使用條件。在此基礎(chǔ)之上設(shè)計問卷,以南京師范大學(xué)留學(xué)生為調(diào)查對象,按學(xué)習(xí)漢語的時間年限將其分為初、中、高級三組,通過問卷調(diào)查的方式考察他們對應(yīng)答詞的使用情況。將問卷結(jié)果進行數(shù)據(jù)統(tǒng)計,客觀描寫不同水平留學(xué)生對“是、對、好、行”應(yīng)答功能的使用情況,并通過整理問卷中主觀題的作答情況探究留學(xué)生應(yīng)答詞不同使用情況的主觀因素。數(shù)據(jù)分析的結(jié)果表明,高級水平學(xué)生使用情況最好,中級水平學(xué)生使用情況不穩(wěn)定,初級水平學(xué)生則表現(xiàn)最差�？傮w來看,留學(xué)生對7種應(yīng)對功能的習(xí)得有得有失,對積極應(yīng)對功能比較熟悉,答對比率相對較高；對消極應(yīng)對功能比較陌生,答對比率很低。 為了揭示造成留學(xué)生使用差異的原因,本文對留學(xué)生所用教材進行應(yīng)答詞出現(xiàn)次數(shù)及順序的統(tǒng)計,除此之外,本文還對“yes”和應(yīng)答詞“是、對、好、行”進行對比分析,并與英語為母語的留學(xué)生進行了訪談。結(jié)果發(fā)現(xiàn),教材和母語均為影響留學(xué)生使用情況的因素,但并不是唯一因素�；�于上述研究,本文對教材編寫和教學(xué)提出建議,并分析本文的局限所在。
[Abstract]:This article takes the response word "yes, yes, line" as the research content, classifies it on the basis of predecessors, and discusses in detail the responders whose meaning and usage are very close. On the basis of this, the author designed a questionnaire, taking the overseas students of Nanjing normal University as the research object, and divided them into three groups according to the time of learning Chinese. Through the way of questionnaire survey to investigate their use of response words. The results of the questionnaire data statistics, objective description of different levels of foreign students to "yes, yes, good, line" response function of the use. And through sorting out the subjective questions in the questionnaire to explore the subjective factors of different use of foreign students' responders. The results of data analysis show that the use of advanced level students is the best. Students at intermediate level are unstable in use, while students at primary level are the worst. In general, the acquisition of seven coping functions by foreign students has some gains and losses, and they are familiar with positive coping functions and have a relatively high response ratio. The negative coping function is relatively unfamiliar, the correct rate is very low. In order to reveal the reasons for the differences in the use of foreign students, this paper makes statistics on the number and order of response words in the textbooks used by foreign students. In addition, this paper also makes statistics on "yes" and "answer words", yes, yes, OK. The results show that the textbook and mother tongue are the factors that influence the use of foreign students, but they are not the only factors. This paper puts forward some suggestions on textbook compilation and teaching, and analyzes the limitations of this paper.
【學(xué)位授予單位】：南京師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2014
【分類號】：H195

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