助动词“可能”与或然语气副词“大概、也许、恐怕”的多角度研究 沈阳师范大学 硕士学位论文 助动词“可能”与或然语气副词“大概、也许、恐怕”的多角 度研究 姓名：刘平源 申请学位级别：硕士 专业：语言学及应用语言学 指导教师：王素梅 20100301 助动词“可能”与或然语气副词“大概、也许、恐怕” 的多角度研究 中文摘要 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。
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 关键词：或然语气，功能，偏误分析，教学设计 I 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, semantic features, pragmatic choice, error analysis and teaching responses were analyzed. The first part, from the syntactic features, semantic 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, position change caused 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 sentence, sentence, and the end of the sentence; position changes induced functional differences, "scoping", "Semantic Focus" and "semantic point," corresponding changes have taken place; exclusive use area, only "probably" can not be used alone. Have their syntax with emphasis. Secondly, the semantic features of the study. Primarily on the "semantic 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 selection and choice of pragmatic premise has done a comparative study. We found that these four words can not be used in imperative sentences and exclamatory; Pragmatic constraints on the assumption that these four words can replace each other an important factor. The second part, based on Corpus intermediary search of the corpus, extracting the "may," "probably," "maybe" and "perhaps" in instances of bias. Through statistical, reflecting the learner to "probability" of these 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 these four words of the teaching strategies and instructional design. Of teaching theory as a guide to bias corpus, based on these four words of the teaching strategies and classroom teaching methods are discussed. II This paper uses a comparative analysis, these 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 used bias analysis, bias on the students, were classified and analyzed the cause of the error. Key words: contingent tone, function, bias analysis, instruct。