从基本义出发讲解表存在的“有”字句的教学探索

发布时间：2018-05-04 17:35

本文选题：基本义 + 对比　；参考：《河北师范大学》2015年硕士论文

【摘要】：本文的主要内容是研究在对外汉语教学中,如何对表存在的“有”字句进行教学。本文的基本思路是,通过对现代汉语中,对表存在的“有”字句的考察,针对以英语为媒介语的对外汉语教学中,汉语零起点的印度学生在习得“有”字句过程中的偏误,利用词义对“有”字句进行教学并解决学生遇到的问题。以教育学、心理学理论为背景,运用案例分析法、对比法、语义分析法来研究“有”字句的对外汉语教学。通过分析现代汉语中对“有”字句的研究,我们分析了表示存在的“有”字句的基本特征,并且,通过实际的教学实践,我们发现,汉语零基础的印度学生对“有”字句难以掌握。本文就是针对印度学生在表示存在的“有”字句习得过程中的偏误,采用将词义和语义教学引入语法教学的方法,解决教学中遇到的问题。比如:解决学生在造句过程中的主语和宾语颠倒的偏误以及对表示存在的“有”字句和“是”字句的混淆问题,本文将以此展开研究,分为以下几章。第一章是绪论,在绪论中,主要列举并分析了学界对存在句、表存在的“有”字句的界定,以及对表示存在的“有”字句和“是”字句的对比。第二章主要分析了学生在表存在的“有”字句习得过程中产生的主语宾语颠倒的偏误,具体分析了偏误原因,介绍了运用词义法解决学生在习得表存在的“有”字句时的偏误,进行了语义分析,将“有”的基本义与表示存在的“有”字句的语法教学联系在一起,最后将普遍的结构示范法与利用词义法进行教学的效果进行了对比。第三章主要针对实际教学过程中,学生容易将“有”字句和“是”字句混淆的情况,从“有”字的词义和“是”字的词义出发,解决学生的偏误对表示存在的“有”字句和“是”字句混淆的问题。第四章结语本章总结了前面几章的结论,即将词义教学与语法教学相结合。重视对词义和语义的阐释。
[Abstract]:The main content of this paper is to study how to teach the "you" sentence in teaching Chinese as a foreign language. The basic idea of this paper is to investigate the existence of "you" sentence in modern Chinese, and to deal with the errors in the process of acquisition of "you" sentence by Indian students with zero starting point in the process of teaching Chinese as a foreign language with English as the medium. Use the meaning of words to teach the word "you" and solve the problems encountered by students. In the background of pedagogy and psychology, case analysis, contrast and semantic analysis are used to study the teaching of Chinese as a foreign language. By analyzing the study of "you" sentence in modern Chinese, we analyze the basic characteristics of "you" sentence, and through practical teaching practice, we find that, Indian students with zero-base Chinese are difficult to master the word "you". This paper aims at the errors in the acquisition of "you" words by Indian students, and adopts the method of introducing the teaching of meaning and semantics into grammar teaching to solve the problems encountered in teaching. For example, to solve the problem of the subject and object reversal and the confusion between the "you" and the "is" in the process of sentence formation, this paper will study this problem and divide it into the following chapters. The first chapter is the introduction. In the introduction, the author mainly lists and analyzes the definitions of the existential sentence, the "you" sentence and the "you" sentence in the academic circle, as well as the comparison between the "you" sentence and the "is" sentence. The second chapter mainly analyzes the students' errors in the acquisition of "you" sentences, analyzes the causes of the errors, and introduces how to solve the errors of students'"you" sentences in the acquisition table by using the word meaning method. The basic meaning of "you" is connected with the grammatical teaching of the "you" sentence. Finally, the effect of the general structural model law is compared with that of teaching with the word meaning method. The third chapter mainly aims at the actual teaching process, the student easily confuses "you" and "is" the word sentence, starts from "you" word meaning and "is" word meaning. To solve the problem of confusion between "you" and "is" in students' error pairs. The last chapter summarizes the conclusions of the previous chapters, that is, the combination of word meaning teaching and grammar teaching. Attach importance to the interpretation of word meaning and semantics.
【学位授予单位】：河北师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：H195

【参考文献】