汉语教师课堂评价言语疑问句语法与语用实证分析  

Empirical Analysis of Grammar and Pragmatics of the Interrogative Sentences of Assessment Speech Behavior of Chinese Teachers in Class

作　　者：陆昌萍[1] LU Changping

机构地区：[1]安徽师范大学文学院,安徽芜湖241002

出　　处：《淮北职业技术学院学报》2020年第6期57-59,共3页Journal of Huaibei Vocational and Technical College

基　　金：安徽省哲学社会科学规划一般项目“汉语国际教育教师课堂评价言语行为调查”(编号:AHSKY2016D115)阶段性研究成果。

摘　　要：作为教师课堂评价言语行为形式之一的疑问句语法与语义之间关系复杂。语法是语义的基础,语法上可行,语义未必可行,语法不可行,语义断不可行。而在语用方面,疑问句本身只是一种评价形式,其目的在于,在一定的语境下,通过“疑问”所形成的言外之力,对学生的学习行为进行评价。The relationship between the grammar and semantics of the interrogative sentence,which is one of the main forms of teacher's class assessment of speech behavior,is very complex.Grammar is the basis of semantics.A method is not necessarily feasible in terms of semantics when it is feasible in grammar.However,it is definitely not feasible in semantics if it is not feasible in grammar.In terms of pragmatics,the interrogative sentence itself is only a form of assessment,and its purpose is to carry out the learning behavior of students assessment through the"illocutionary force"formed by the"question"under a certain context.

关 键 词：课堂评价言语行为 疑问句 言外之力 

分 类 号：H043[语言文字—语言学]