摘要
汉语表达同意态度的应答语根据话语所体现出的言语行为可以分为"认同"、"确认"、"接受"三大类,但实际会话中说话者常常有细致表达自己情绪倾向的需要,这些对于母语者来说是很熟悉的,二语学习者也有这样的情绪表达需要,但是对于目的语中哪些形式对应哪些情绪倾向是含糊不清的,所以导致完成高级口语学习后,即使在课堂教学中有较好口语能力的学生在实际交际中态度表达单一或不得体。本文旨在将汉语同意应答语中表达不同情绪倾向的形式归纳出来供对外汉语教师使用,以帮助教师更有效地提高二语学习者的言语交际能力,满足学生自身情绪表达的需要。
Response in Chinese agreement adjacency pair can be divided into three types: assent, confirmation and acceptance according to their speech acts, but in actual dialogue speakers including native and nonnative speakers usually have more detailed sentiment needs to express agreement attitude. The issue is that it is vague to find which conventional forms correspond with which sentiment types even for nonnative speakers who have better oral performance after accomplishing high level learning. To avoid too single and improper attitude expression, this paper try to find the corresponding relationship to satisfy nonnative speakers ’ need and improve their communication ability.
出处
《海外华文教育》
2016年第6期781-788,共8页
Overseas Chinese Education
关键词
二语学习
言语行为
应答态度
情绪倾向
Second language learning
Speech acts
Attitude for response
Sentiment