对英语国家留学生的汉语述补结构教学
发布时间：2019-02-24 08:54
【摘要】：近来十几年间，，对外汉语教育事业有了量的积累，达到了质的飞跃，来我国学习汉语的外国留学生逐年增长，全球出现了学汉语热潮。对外汉语教学分语音、词汇、语法、汉字等几方面的研究，从各个方面的教学研究成果来看，语法研究在数量上一直都占有很大比重，由此可见语法研究对对外汉语教学的重要程度。述补结构本身就具有很多分类很多争论，有难以界定的结构类型，国内学者也各有见解，更增加了述补结构教授的难度，重点和难点不容易把握，而其自身复杂性促使国内外学者不停地反思与探索。述补结构的分类多、范围广、用法各异、实践复杂，非常大程度的阻碍了教学发展。所以在总结了前人的基础上，我们要综合对外汉语教学对英语国家学生的重难点，认真的重审述补结构系统。本文从第二语言习得的方向出发，以在中国学习汉语的英语国家留学生为研究对象，着重讨论述补结构在对英语国家留学生教授理论，通过理论结合实践，从实践中发现述补结构教学中的问题，并运用对外汉语教学理论的原则和方法，寻求述补结构教学的创新性思维和办法，提高学习兴趣，加速学习效率，从而能够更高效的应用和推广对外汉语教学。 第一章是绪论部分，主要阐述了本文的研究目的与意义，本文的研究方法，以及前人对述补结构的研究文献综述。 第二章是汉英补语系统对比，分别从概念上、补语成分上、补语结构基本类型三个方面比较分析出汉英述补结构的异同。 第三章是汉语述补结构的教学分类，针对六大述补结构，通过对比教材中对补语的定义，了解汉语述补结构，再使用汉英对比话语分析的方法找到汉语述补结构在英语中的表现形式。 第四章是对述补结构的调查分析，通过调查问卷的结果分析六大补语结构出现的误用，包括述补结构的遗漏、述补结构的错序以及述补结构的误代。 第五章主要阐述对英语国家留学生汉语述补结构教学的建议，在汉语述补结构教学过程中要合理编排述补结构的教学顺序，还有加强对比话语分析手段，让英语国家留学生更好地学习汉语述补结构。
[Abstract]:In recent years, the cause of Chinese as a foreign language has accumulated a lot and achieved a qualitative leap. The number of foreign students coming to China to study Chinese has increased year by year, and the upsurge of learning Chinese has appeared all over the world. Teaching Chinese as a foreign language is divided into several aspects, such as pronunciation, vocabulary, grammar, Chinese characters and so on. From the results of teaching research in various fields, grammatical research has always occupied a large proportion in terms of quantity. This shows the importance of grammar research in teaching Chinese as a foreign language. The structure itself has many classifications and many arguments, and there are structural types that are difficult to define. Domestic scholars also have their own opinions, which makes it more difficult for professors to talk and complement the structure, and the key points and difficulties are not easy to grasp. And its own complexity impels domestic and foreign scholars to constantly reflect and explore. There are many categories, wide range, different usage and complicated practice, which hinders the development of teaching to a great extent. Therefore, on the basis of summing up the predecessors, we should synthesize the difficulties of teaching Chinese as a foreign language to the students of English-speaking countries, and carefully review the system of narration and complement structure. Starting from the direction of second language acquisition, this paper focuses on the study of foreign students from English-speaking countries who are studying Chinese in China, and focuses on the theory of teaching foreign students in English-speaking countries through the combination of theory and practice. This paper finds out the problems in the teaching of narration and complement structure from practice, and applies the principles and methods of the theory of teaching Chinese as a foreign language to seek the innovative thinking and methods in the teaching of the structure of narration and complement, so as to improve the interest in learning and accelerate the learning efficiency. In order to more efficient application and promotion of teaching Chinese as a foreign language. The first chapter is the introduction part, which mainly expounds the purpose and significance of this paper, the research methods of this paper, and the literature review of the former research on the structure of narration and complement. The second chapter is the comparison of Chinese and English complement system, which compares and analyzes the similarities and differences between Chinese and English from three aspects: concept, complement component and basic type of complement structure. The third chapter is the teaching classification of the Chinese predicate complement structure. In view of the six major narration complement structures, by comparing the definition of complement in the textbook, we can understand the Chinese narration complement structure. Then we use the Chinese-English contrastive discourse analysis method to find out the expression of Chinese predicate complement structure in English. The fourth chapter is the investigation and analysis of the structure of the complement, through the results of the questionnaire analysis of the six major complement structures appear misuse, including the omissions of the structure of the complement, the wrong order of the structure of the complement and the wrong generation of the structure. The fifth chapter mainly expounds the suggestions on the teaching of Chinese narration and complement structure for foreign students from English-speaking countries. In the teaching process of Chinese narration and complement structure, the teaching order of the structure should be arranged reasonably, and the means of comparative discourse analysis should be strengthened. Let students from English-speaking countries learn Chinese sentence complement structure better.
【学位授予单位】：辽宁师范大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：H195.3
[Abstract]:In recent years, the cause of Chinese as a foreign language has accumulated a lot and achieved a qualitative leap. The number of foreign students coming to China to study Chinese has increased year by year, and the upsurge of learning Chinese has appeared all over the world. Teaching Chinese as a foreign language is divided into several aspects, such as pronunciation, vocabulary, grammar, Chinese characters and so on. From the results of teaching research in various fields, grammatical research has always occupied a large proportion in terms of quantity. This shows the importance of grammar research in teaching Chinese as a foreign language. The structure itself has many classifications and many arguments, and there are structural types that are difficult to define. Domestic scholars also have their own opinions, which makes it more difficult for professors to talk and complement the structure, and the key points and difficulties are not easy to grasp. And its own complexity impels domestic and foreign scholars to constantly reflect and explore. There are many categories, wide range, different usage and complicated practice, which hinders the development of teaching to a great extent. Therefore, on the basis of summing up the predecessors, we should synthesize the difficulties of teaching Chinese as a foreign language to the students of English-speaking countries, and carefully review the system of narration and complement structure. Starting from the direction of second language acquisition, this paper focuses on the study of foreign students from English-speaking countries who are studying Chinese in China, and focuses on the theory of teaching foreign students in English-speaking countries through the combination of theory and practice. This paper finds out the problems in the teaching of narration and complement structure from practice, and applies the principles and methods of the theory of teaching Chinese as a foreign language to seek the innovative thinking and methods in the teaching of the structure of narration and complement, so as to improve the interest in learning and accelerate the learning efficiency. In order to more efficient application and promotion of teaching Chinese as a foreign language. The first chapter is the introduction part, which mainly expounds the purpose and significance of this paper, the research methods of this paper, and the literature review of the former research on the structure of narration and complement. The second chapter is the comparison of Chinese and English complement system, which compares and analyzes the similarities and differences between Chinese and English from three aspects: concept, complement component and basic type of complement structure. The third chapter is the teaching classification of the Chinese predicate complement structure. In view of the six major narration complement structures, by comparing the definition of complement in the textbook, we can understand the Chinese narration complement structure. Then we use the Chinese-English contrastive discourse analysis method to find out the expression of Chinese predicate complement structure in English. The fourth chapter is the investigation and analysis of the structure of the complement, through the results of the questionnaire analysis of the six major complement structures appear misuse, including the omissions of the structure of the complement, the wrong order of the structure of the complement and the wrong generation of the structure. The fifth chapter mainly expounds the suggestions on the teaching of Chinese narration and complement structure for foreign students from English-speaking countries. In the teaching process of Chinese narration and complement structure, the teaching order of the structure should be arranged reasonably, and the means of comparative discourse analysis should be strengthened. Let students from English-speaking countries learn Chinese sentence complement structure better.
【学位授予单位】：辽宁师范大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：H195.3
【参考文献】
相关期刊论文 前7条
1 火sト
本文编号：2429380
本文链接：https://www.wllwen.com/wenyilunwen/hanyulw/2429380.html
