汉英存现句的比较及汉语存现句的教学方法
发布时间：2018-08-02 11:22
【摘要】：存现句是现代汉语中具有鲜明特点的一种句式,也一直是语法学界讨论的热点。学者们对存现句的研究视角广泛,成果显著。从上个世纪20年代学者们主要侧重于句法平面上对存现句的研究到上个世纪80年代三个平面语法理论的提出,陆续有学者从语义结构和语用特征方面入手研究存现句。本文试图在学习和借鉴前辈们研究成果的基础上,以三个平面语法理论为指导,逐一考察对比汉英存现句的特点,发现并总结汉英存现句的差异和共性,再结合针对留学生调查的案例,对存现句掌握偏误进行归类,从语言认知方式角度提出针对存现句掌握的教学对策。 全文共分五章。 第一章对本文考察对象—存现句界定范围的概述,将考察对象限定为7种句式,即“有”字存现句,“是”字存现句,“V着”存现句,“V了”存现句,“V有”存现句,光杆动词存现句和无动词存现句。本文以三个平面语法理论为指导,考察对比汉英存现句的差异和共性。第二章提出针对汉语存现句的教学方法和讲解设计教学教案并实施。在实践中总结比发现学生在习得汉语存现句的过程中产生的偏误。第三章根据学生在课堂上呈现出来的偏误,分析英语为母语留学生存现句偏误原因。第四章偏误成因分析,依据第三章所做分析,为今后的存现句教学提出建议和设计。第六章为结语部分,提出研究价值并分析本文不足,提出今后研究方向。
[Abstract]:Existential sentence is a kind of sentence structure with distinct characteristics in modern Chinese and has always been a hot topic in grammar circles. Scholars' research on existential sentences has a wide range of perspectives and remarkable achievements. From the study of existential sentences in the syntactic plane in the 1920s to the three theories of plane grammar in the 1980s, some scholars began to study existential sentences from the aspects of semantic structure and pragmatic characteristics. On the basis of studying and drawing on the research achievements of the predecessors, this paper, guided by three plane grammar theories, examines and compares the features of the existential sentences in Chinese and English one by one, and finds out and summarizes the differences and commonalities of the existential sentences in both Chinese and English. Combining with the investigation cases of foreign students, this paper classifies the errors in the mastery of existential sentences, and puts forward the teaching countermeasures against the mastery of existential sentences from the perspective of language cognitive style. The full text is divided into five chapters. The first chapter is an overview of the scope of the object-existential sentence in this paper. The object of investigation is limited to 7 types of sentences, namely, "you", "is", "V", "V", "V", "V", "V", "V", "V", "V", "V", "V", "V", "V", "V", "V", "V", "V", "V". Bare verb existential sentence and no verb existential sentence. Guided by three plane grammar theories, this paper examines the differences and commonalities between Chinese and English existential sentences. The second chapter puts forward the teaching method and teaching plan for Chinese existential sentences. In practice, the author finds out the errors in the process of students' acquisition of Chinese existential sentences. The third chapter analyzes the reasons for the errors of students studying abroad in English as their mother tongue. The fourth chapter analyzes the causes of errors, according to the third chapter of the analysis, for the future teaching of existential sentences put forward suggestions and design. The sixth chapter is the conclusion part, puts forward the research value and analyzes the deficiency of this paper, and puts forward the research direction in the future.
【学位授予单位】：辽宁师范大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H195.3
本文编号：2159269
[Abstract]:Existential sentence is a kind of sentence structure with distinct characteristics in modern Chinese and has always been a hot topic in grammar circles. Scholars' research on existential sentences has a wide range of perspectives and remarkable achievements. From the study of existential sentences in the syntactic plane in the 1920s to the three theories of plane grammar in the 1980s, some scholars began to study existential sentences from the aspects of semantic structure and pragmatic characteristics. On the basis of studying and drawing on the research achievements of the predecessors, this paper, guided by three plane grammar theories, examines and compares the features of the existential sentences in Chinese and English one by one, and finds out and summarizes the differences and commonalities of the existential sentences in both Chinese and English. Combining with the investigation cases of foreign students, this paper classifies the errors in the mastery of existential sentences, and puts forward the teaching countermeasures against the mastery of existential sentences from the perspective of language cognitive style. The full text is divided into five chapters. The first chapter is an overview of the scope of the object-existential sentence in this paper. The object of investigation is limited to 7 types of sentences, namely, "you", "is", "V", "V", "V", "V", "V", "V", "V", "V", "V", "V", "V", "V", "V", "V", "V", "V", "V". Bare verb existential sentence and no verb existential sentence. Guided by three plane grammar theories, this paper examines the differences and commonalities between Chinese and English existential sentences. The second chapter puts forward the teaching method and teaching plan for Chinese existential sentences. In practice, the author finds out the errors in the process of students' acquisition of Chinese existential sentences. The third chapter analyzes the reasons for the errors of students studying abroad in English as their mother tongue. The fourth chapter analyzes the causes of errors, according to the third chapter of the analysis, for the future teaching of existential sentences put forward suggestions and design. The sixth chapter is the conclusion part, puts forward the research value and analyzes the deficiency of this paper, and puts forward the research direction in the future.
【学位授予单位】：辽宁师范大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H195.3
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