肯尼亚汉语学习者存现句习得调查研究

发布时间：2018-10-09 18:03

【摘要】：存现句在汉语当中是一个较为特殊的句式,因为使用率高而被归为汉语几大常用句式之一。汉语研究发展至今,存现句因其分类和用法的复杂性,目前依然存在着诸多分歧。此次,笔者选择存现句为研究点,以肯尼亚的汉语学习者为研究对象,在梳理了存现句本体研究、对比研究和对外汉语教学存现句研究后,确定本课题研究所需的7种存现句式,运用比较分析等方法对调查结果进行分析,总结得出肯尼亚汉语学习者的存现句习得顺序、偏误类型,对偏误原因和教学对策加以探讨。本文共分为五个部分:第一部分引言,主要包括选题起因背景和意义、肯尼亚语言背景简介、肯尼亚汉语学习的现状以及存现句研究综述;第二部分针对肯尼亚学习者存现句的调查研究,解释说明调查问卷的相关事项和要求,得到数据后分析常见的偏误类型;第三部分,分析偏误出现的原因;第四部分,指出肯尼亚汉语学习者存现句教学中存在的问题,探索教学对策和解决方法;第五部分为结论。
[Abstract]:Existential sentence is a special sentence pattern in Chinese, which is classified as one of the most commonly used sentence patterns in Chinese because of its high utilization rate. Since the development of Chinese studies, there are still many differences due to the complexity of classification and usage of existential sentences. This time, the author chooses the existential sentence as the research point, takes the Kenyan Chinese learners as the research object, after combing the existential sentence ontology research, the contrast research and the foreign language teaching existential sentence research, This paper determines the seven kinds of existential sentence patterns needed in this study, analyzes the results of the investigation by means of comparative analysis, and concludes the acquisition order, error types, causes and teaching countermeasures of the existential sentences of Kenyan Chinese learners. This paper is divided into five parts: the first part is the introduction, which mainly includes the background and meaning of the topic, the background of Kenyan language, the current situation of Chinese learning in Kenya and the summary of the research on existential sentences; The second part is about the investigation and research of Kenya learners' existential sentences, explains the relevant items and requirements of the questionnaire, analyzes the common error types after getting the data; the third part, analyzes the causes of the errors; the fourth part, This paper points out the problems existing in the teaching of existential sentences for Chinese learners in Kenya and explores the teaching countermeasures and solutions. The fifth part is the conclusion.
【学位授予单位】：天津师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H195.3

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