肯尼亚学生学习汉语条件复句偏误研究
发布时间：2019-06-29 21:26
【摘要】：虽然肯尼亚是多语言国家,但是肯尼亚政府要求每个人都要学习斯瓦希里语和英语,因而这两种语言是肯尼亚人日常生活中使用最广泛的语言。在汉语复句学习中,以“只有……才……”和“只要……就……”为典型句式的条件复句,在书面语和口语中都是常见的类型,属于高使用频率的语言点,是汉语学习的难点之一。本文将主要研究斯瓦希里语和汉语条件复句的对比和偏误。本文主要内容包括:第一章介绍研究背景、目的,文献综述及研究方法及思路。第二章分别介绍汉语和斯瓦希里语条件复句的分类、表达方式及特点,并简要分析两种语言条件复句的区别。第三章以问卷方式调查肯尼亚学生,使用“只有……才……”和“只要……就……”这两个典型条件复句句式的情况,包括学生对意义的理解和句法的运用。通过统计数据,分析偏误类型和原因。第四章从上一章分析出偏误出现的原因出发,探讨了在肯尼亚针对学生斯瓦希里语的语言背景下,从教学内容、教学方法、教材和教师四个角度出发,汉语条件复句教学可以改进的策略。结语指出,汉语国际教育事业近十年在非洲迅速发展,而斯瓦希里语在肯尼亚乃至整个非洲都广泛使用,因此希望本文对于有斯瓦希里语背景的汉语学习者都有一定帮助,对于在非洲开展汉语教学的教师也有借鉴意义。
[Abstract]:Although Kenya is a multilingual country, the Kenyan government requires everyone to learn Kiswahili and English, so these two languages are the most widely used languages in Kenyan daily life. In the study of Chinese complex sentences, only. Just. " And "as long as. Just. " Conditional complex sentences, which are typical sentence patterns, are common types in both written and spoken languages. They belong to language points with high frequency of use and are one of the difficulties in Chinese learning. This paper will mainly study the contrast and error between Kiswahili and Chinese conditional complex sentences. The main contents of this paper are as follows: the first chapter introduces the research background, purpose, literature review, research methods and ideas. The second chapter introduces the classification, expression and characteristics of Chinese and Kiswahili conditional complex sentences, and briefly analyzes the differences between the two language conditional complex sentences. The third chapter surveys Kenyan students by questionnaire, using only. Just. " And "as long as. Just. " These two typical conditional complex sentence patterns include students' understanding of meaning and syntactic use. Through statistical data, the types and causes of errors are analyzed. The fourth chapter analyzes the causes of errors from the previous chapter, and discusses the strategies that can be improved in the teaching of Chinese conditional complex sentences from the four angles of teaching content, teaching methods, teaching materials and teachers under the background of Kiswahili language in Kenya. The conclusion points out that Chinese international education has developed rapidly in Africa in the past ten years, and Kiswahili is widely used in Kenya and even in Africa as a whole. Therefore, it is hoped that this paper will be helpful to Chinese learners with Kiswahili background and can also be used for reference by teachers who carry out Chinese teaching in Africa.
【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
本文编号：2508126
[Abstract]:Although Kenya is a multilingual country, the Kenyan government requires everyone to learn Kiswahili and English, so these two languages are the most widely used languages in Kenyan daily life. In the study of Chinese complex sentences, only. Just. " And "as long as. Just. " Conditional complex sentences, which are typical sentence patterns, are common types in both written and spoken languages. They belong to language points with high frequency of use and are one of the difficulties in Chinese learning. This paper will mainly study the contrast and error between Kiswahili and Chinese conditional complex sentences. The main contents of this paper are as follows: the first chapter introduces the research background, purpose, literature review, research methods and ideas. The second chapter introduces the classification, expression and characteristics of Chinese and Kiswahili conditional complex sentences, and briefly analyzes the differences between the two language conditional complex sentences. The third chapter surveys Kenyan students by questionnaire, using only. Just. " And "as long as. Just. " These two typical conditional complex sentence patterns include students' understanding of meaning and syntactic use. Through statistical data, the types and causes of errors are analyzed. The fourth chapter analyzes the causes of errors from the previous chapter, and discusses the strategies that can be improved in the teaching of Chinese conditional complex sentences from the four angles of teaching content, teaching methods, teaching materials and teachers under the background of Kiswahili language in Kenya. The conclusion points out that Chinese international education has developed rapidly in Africa in the past ten years, and Kiswahili is widely used in Kenya and even in Africa as a whole. Therefore, it is hoped that this paper will be helpful to Chinese learners with Kiswahili background and can also be used for reference by teachers who carry out Chinese teaching in Africa.
【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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相关硕士学位论文 前2条
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