助动词“可能”与或然语气副词“大概、也许、恐怕”的多角度研究
《梅花魂》课文中文摘要
莴苣和莴笋一样吗
或然类语气副词是语气副词的一个次类。本文选取具有“或然性”的助动词“可能”与或然类的语气副词“大概”“也许”和“恐怕”进行了对比考察。从句法特征、语义特征、语用选择、偏误分析及教学对策方面进行了研究。
第一部分，从句法特征、语义特征及语用选择三方面对“可能”“大概”“也许”和“恐怕”进行了细致地分析比较。首先，是对句法特征的考察。主要从四个方面展开：句法分布位置、位置变化引发的功能变化、独用情况及句法搭配。从句法分布上看，它们的句法位置分布灵活，都可以位于句首、句中和句末；从位置的变化引起功能的变化上看，“辖域”“语义焦点”和“语义指向”都发生相应的变化；从独用方面看，只有“恐怕”不能独用；从句法搭配方面上，它们各有侧重。其次，对语义特征的考察。主要对“语义特征”进行了辨析，分析了相同点和不同点。最后，语用选择方面，主要从“可能”与“大概”“也许”“恐怕”对句类的选择和语用前提的选择做了对比研究。我们发现，这四个词一般不用于祈使句和感叹句中；语用前提是制约这四个词能否互相替换的重要因素。
第二部分，依据从中介语语料库搜索到的语料，提取了“可能”“大概”“也许”和“恐怕”的偏误实例。通过数据，显示了学习者对表“或然性”的这四个词掌握情况，“大概”的使用偏误最多。并归纳总结了这四个词的常出现的“偏误类型”，揭示了出现偏误的原因。
饲养英语第三部分，关于这四个词的教学策略探讨及教学设计。以教学理论为指导，以偏误语料为依据，对这四个词的教学策略及课堂教学方法进行了探讨。
本文主要采用了对比分析的方法，对这四个表示“猜测、估计”意义的词进行了对比，分析了相同点和不同点；采用了文献检索的方法，对已有文献进行查阅与检索，使结论更具有科学性和可信度；还采用了偏误分析法，对学生的偏误语料进行归类，并分析了产生偏误的原因。
割席是什么意思关键词：或然语气，功能，偏误分析，教学设计
Auxiliary verb "may" and the contingent tone adverb "probably," "maybe," "perhaps" ,the analysis of inspection
Abstract
Adverb contingent tone is a sub-class of mood adverbs. This article has a "probability" of the auxiliary verb "may" and the contingent tone adverb probably"、"may" and "perhaps" in a comparison study. The syntactic features, mantic features, pragmatic choice, error analysis and teaching respons were analyzed.
The first part, from the syntactic features, mantic features and pragmatic choice three aspects had carefully analyzed and compared to the four words--"may," "probably," "maybe," and "perhaps". First, the syntactic features of the study mainly from four aspects. That is syntactic distribution location, po
sition change caud by functional changes, alone with the situation and the syntax match.The distribution of their syntactic position is flexible, can be located in the first ntence, ntence, and the end of the ntence; position changes induced functional differences, "scoping", "Semantic Focus" and "mantic point," corresponding changes have taken place; exclusive u area, only "probably" can not be ud alone. Have their syntax with emphasis. Secondly, the mantic features of the study. Primarily on the "mantic features" Analysis, analyze the similarities and differences.Finally, the pragmatic choice, mainly from the "may" and "probably," "maybe," "perhaps" play on words with the class lection and choice of pragmatic premi has done a comparative study. We found that the four words can not be ud in imperative ntences and exclamatory; Pragmatic constraints on the assumption that the four words can replace each other an important factor.
The cond part, bad on Corpus intermediary arch of the corpus, extracting the "may," "probably," "maybe" and "perhaps" in instances of bias. Through statistical, reflecting the learner to "probability" of the four words to grasp the situation. And summarized in four words often appear a "bias type," reveals the emergence bias reasons.
The third part, on the four words of the teaching strategies and instructional design. Of teaching th
党员干部
eory as a guide to bias corpus, bad on the four words of the teaching strategies and classroom teaching methods are discusd.
打底衫怎么搭配This paper us a comparative analysis, the have the form "estimates," meaning of words were compared to identify similarities and differences; adopted the document retrieval method, the documents have been sorted out, sort of the corpus so the conclusion is more scientific and credible; also ud bias analysis, bias on the students, were classified and analyzed the cau of the error.
Key words: contingent tone, function, bias analysis,
instructional design
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