發(fā)布時(shí)間：2018-03-12 23:10

  本文選題：“對”字句　切入點(diǎn)：對外漢語教學(xué)　出處：《四川師范大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：介詞“對”是對外漢語教學(xué)中常見的語法點(diǎn),外國學(xué)生在初級階段就會學(xué)到它。然而當(dāng)外國學(xué)生的漢語水平達(dá)到中級或高級階段時(shí),他們?nèi)匀粫�不自覺地輸出大量錯誤的“對”字句。“對”字句的教學(xué)長期以來沒有得到足夠的重視,傳統(tǒng)的教學(xué)均以介詞“對”為主,“對”字句的難度和句中其它成分的重要作用被忽視了。本文探討了“對”字句教學(xué)的新方法和新思路。從對外漢語教學(xué)的角度分析“對”字句的結(jié)構(gòu)特點(diǎn)和語義內(nèi)涵。考察對外漢語中“對”字句的使用情況后發(fā)現(xiàn)它的使用頻率很高,同時(shí)錯誤率也居高不下。因此,將“對”字句按照習(xí)得的難易程度進(jìn)行等級劃分。結(jié)合“對”字句的語法特點(diǎn)、學(xué)生習(xí)得后的偏誤情況以及實(shí)際課堂教學(xué)的可操作性,提出對外漢語教材中“對”字句的編寫意見和教師教學(xué)策略。本文分為五個部分進(jìn)行論述:第一部分梳理了漢語本體研究中“對”字句的特點(diǎn),同時(shí)考察對外漢語教學(xué)中“對”字句的研究現(xiàn)狀。第二部分以前人研究為基礎(chǔ),從對外漢語教學(xué)的角度分析了“對”字句(NP1+對+NP2+VP(AP))的句法結(jié)構(gòu)和語義內(nèi)涵。第三部分從偏誤特點(diǎn)、教學(xué)對象和對外漢語教材三個方面,立體考察了對外漢語中“對”字句(NP1+對+NP2+VP(AP))的使用情況。第四部分提出了“對”字句在對外漢語教學(xué)中的教學(xué)策略。包括“對”字句的難度等級劃分,教學(xué)大綱的改進(jìn),完善教材編寫和教師的教學(xué)方法。第五部分“對”字句教學(xué)探討的研究過程、結(jié)果和不足�？偨Y(jié)出“對”字句教學(xué)應(yīng)采取的策略。
[Abstract]:The preposition "duality" is a common grammatical point in teaching Chinese as a foreign language, and foreign students will learn it at the primary stage. However, when the foreign students reach the intermediate or advanced level of Chinese, They still unconsciously export a large number of wrong "right" sentences. The teaching of "right" sentences has not been given enough attention for a long time. The traditional teaching is based on the preposition "right", the difficulty of the sentence and the important role of other elements in the sentence have been neglected. This paper discusses the new methods and new ideas of the teaching of the word "yes". From the perspective of teaching Chinese as a foreign language, this article discusses the new methods and new ideas of teaching Chinese as a foreign language. This paper analyzes the structural characteristics and semantic connotation of the "duo" sentence. After examining the usage of the word "duo" in TCFL, it is found that it is frequently used. At the same time, the error rate is also high. Therefore, according to the degree of difficulty and ease of acquisition, the "du" sentence is classified according to its grammatical characteristics, the students' errors after acquisition and the maneuverability of the actual classroom teaching. This article is divided into five parts to discuss: the first part combs the characteristics of "du" sentence in the study of Chinese ontology. At the same time, it examines the current situation of the research on "Duo" sentences in the teaching of Chinese as a foreign language. The second part is based on the previous studies, From the point of view of teaching Chinese as a foreign language, this paper analyzes the syntactic structure and semantic connotation of NP1 on NP2. The third part analyzes the characteristics of errors, teaching objects and teaching materials for Chinese as a foreign language. This paper makes a stereoscopic study on the use of "du" sentence / "NP1" in the teaching of Chinese as a foreign language. In part 4th, it puts forward the teaching strategy of "yes" sentence in teaching Chinese as a foreign language, including the classification of the difficulty of "opposite" sentence and the improvement of the syllabus. Improve the compilation of teaching materials and the teaching methods of teachers. 5th part of the "to" sentence teaching research process, results and shortcomings, summed up the "to" sentence teaching strategies should be adopted.
【學(xué)位授予單位】：四川師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：H195.3

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