簡(jiǎn)介：分類號(hào)UDCH195密級(jí)漢語國(guó)際教育碩士學(xué)位論文對(duì)外漢語教學(xué)中的文化呈現(xiàn)探究以“習(xí)俗與禁忌“為例李碉瑩答辯委員會(huì)主席漁扭塞學(xué)位授予日期2013630對(duì)外漢語教學(xué)中的文化呈現(xiàn)探究以“習(xí)俗與禁忌“為例摘要語言是人類特有的一種符號(hào)系統(tǒng)。語言與其所承載的文化信息緊密相連，因此在語言教學(xué)研究中，語言技能教學(xué)和文化因素的教學(xué)是無法絕對(duì)剝離的。語言教學(xué)的目的是讓學(xué)生不僅能明確漢語的語言規(guī)則，還應(yīng)當(dāng)能在實(shí)際交際中正確表達(dá)。在對(duì)外漢語教學(xué)中就應(yīng)該幫助學(xué)生了解中國(guó)文化以便能避免語用失誤，有效地輸出信息。鑒于此，本文選擇對(duì)外漢語教學(xué)中的文化呈現(xiàn)進(jìn)行探究。一方面，梳理國(guó)內(nèi)外對(duì)外漢語教學(xué)中文化因素教學(xué)的現(xiàn)狀，分析在對(duì)在語言教學(xué)的同時(shí)是否應(yīng)當(dāng)進(jìn)行文化呈現(xiàn)，以及進(jìn)行什么樣的文化呈現(xiàn)和如何進(jìn)行文化呈現(xiàn)。另一方面，論文將文化呈現(xiàn)應(yīng)用于對(duì)外漢語課堂教學(xué)，力圖在擴(kuò)大對(duì)外漢語教學(xué)視域的研究中用實(shí)踐驗(yàn)證相關(guān)理論和設(shè)想?！牟捎梦墨I(xiàn)研究法、歸納總結(jié)法構(gòu)建起可應(yīng)用于實(shí)際教學(xué)中的相對(duì)理想的文化呈現(xiàn)教學(xué)模式，以期為對(duì)外漢語教學(xué)實(shí)踐提供新的參考。關(guān)鍵詞對(duì)外漢語文化呈現(xiàn)課堂教學(xué)設(shè)計(jì)

簡(jiǎn)介：河南師范大學(xué)碩士學(xué)位論文漢語‘的’后名詞短語主題化研究姓名喻浩朋申請(qǐng)學(xué)位級(jí)別碩士專業(yè)外國(guó)語言學(xué)與應(yīng)用語言學(xué)指導(dǎo)教師吳益民20050501ABSTRACTTHETOPICALIZATIONCONSTRUCTIONHASBEENWIDELYDISCUSSEDINTHELITERATURE．THEPURPOSEOFTHISTHESISISTOSTUDYASPECIALPHENOMENONOFTOPICA“ZATIONCONSTRUCTIONINMANDARINCHINESE，INWHICHTHECONSTITUENT，MOVEDINTOTHETOPICPOSITION，ISTHENOUNPHRASENPORTHEDETERMINERPHRASEDPAFTER‘DE’INTHEORIGINALSENTENCE．CONCERNINGTHESPECIALTOPICALIZATIONCONSTRUCTION，THEREARESOMEPREVIOUSSTUDIESLIKEWU2000，PAN＆HU2000，WHICHMENOTSATISFACTORYINTHATTHEYCALLNOTACCOUNTFORTHEDEFIVATIONALPROCESSANDTHECONSTRAINTSINVOLVEDINTHEDERIVATIONALPROCESSOFTHECONSTRUCTIONSUCCESSFULLY．INTHISTHESISWEHOPEPRESENTARELATIVELYSATISFACTORYACCOUNTFORTHECONSTRUCTIONBYADOPTINGTHEFRAMEWORKOFMPANDOT,INWHICHWEWILLADDRESSSUCHTWOPROBLEMSIWHATTHEDERIVATIONALPROCESSOFSUCHAKINDOFTOPICSTRUCTUREISLIKEIIWHATCONSTRAINTSAREINVOLVEDINTHEDERIVATIONALPROCESSOFSUCHAKINDOFTOPICSTRUCTURE．TOPICSINCHINESEHAVEBEENARGUEDTOBEBASEGENERATEDBYSOMELINGUISTSANDTOBEDERIVEDBYMOVEMENTBYOTHERS．INTHISSTUDY,WEASSUMETHATTOPICSINCHINESEAREDERIVEDBYMOVEMENTINTHELIGHTOFTHETHEORYOFMPANDDBP．TRADITIONALLINGUISTSASSUMEDTHATSEMANTICFEATURESAREINTERPRETABLEANDTHEINTERPRETABLEFEATURESCANNOTCAUSEMOVEMENTBECAUSETHEYALEACCESSIBLEBYTHELF,BUTTHETOPICALIZATIONCONSTRUCTIONPOSESACHALLENGETOSUCHATRADITIONALASSUMPTION．ACCORDINGTOTHEINFORMATIONTHEORY,TOPICFEATUREISCONTEXTUALLYINTERPRETABLE．ACCORDINGLY,INTHISSTUDYWEASSUMETHATSOMEINTERPRETABLEFEATURESWILLCAUSEMOVEMENTINSOMECASES，SUCHASTHEMOVEMENTOFTOPIESINCHINESE．WEALSOASSUMETHATCHINESETOPICALIZATIONCONSTRUCTIONISAKINDOFCPANDTHEHEADCCONTAINSTOPICFEATURE，WHICHWILLATTRACTANOTHERTOPICFEATURETOHAVEFEATURECHECKING，ATTHESSMETIMETHEXPWITHTHETOPICFEATUREWILLBEMOVEDTO【SPEC，CP】AFTEREXMNININGTHEDERIVATIONALPROCESSOFTHESTRUCTURE，WEOBSERVEDTHATTHETOPICALIZATIONOFNP／DPAFTER‘DE’INDEPLINCHINESEDOESNOTVIOLATEPIC，WHILETHETOPICALIZATIONOFNP／DPAFTER‘DE’INDEP2IN

簡(jiǎn)介：華東師范大學(xué)碩士學(xué)位論文漢語口語測(cè)試中任務(wù)難度層級(jí)研究基于ACTFLOPI模式的樣本分析姓名金麗君申請(qǐng)學(xué)位級(jí)別碩士專業(yè)語言學(xué)及應(yīng)用語言學(xué)指導(dǎo)教師張建民20050501ABSTRACTTHEDIFFICULTYOFSPEAKINGTASKSHASRECENTLYBECOMEATOPICOFINVESTIGATIONINLANGUAGETESTINGANDHASBEENREGARDEDASATESTMETHODFACETTHISARTICLEDISCUSSESTASKDIFFICULTYINCHINESESPEAKINGTESTBASEDONANACTFLOPIMODELANDTRIESTOESTABLISHAHIERARCHYOFTASKDIFFICULTYFROMANEWPERSPECTIVEITALSOAIMSTOIMPROVINGTHERELIABILITYANDVALIDITYOFOPIANDSIMILARSPEAKINGTESTS，PROVIDINGREFERENCEFORTASKBASEDSLATEACHINGINDIRECTLYASWELLASOFFERINGANEWMETHODFORANALYZINGTASKDIFFICULTYINSPEAKINGTESTSKEYWORDSSPEAKINGTEST，TASK，TASKDIFFICULTYHIERARCHY

簡(jiǎn)介：廈門大學(xué)碩士學(xué)位論文泰國(guó)初中級(jí)學(xué)生漢語進(jìn)行體習(xí)得偏誤分析姓名羅公娟申請(qǐng)學(xué)位級(jí)別碩士專業(yè)語言學(xué)及應(yīng)用語言學(xué)指導(dǎo)教師盧偉20090401泰國(guó)初中級(jí)學(xué)生漢語進(jìn)行體習(xí)得偏誤分析ABSTRACTATPRESENTENOUGHEMPHASISHASNOTBEENPLACEDONTHEPROGRESSIVEASPECTINTEACHINGCHINESEASAFO而弘LANGUAGEBUTTHROUGHTHECONTACT、IRIMTHETHAILEARNERSOFCHINESE，IHAVEFOUNDTHATTHEYHAVEMANYPROBLEMSINTHEPROGRESSIVEASPECTTHEREFORE，ICHOOSETHEPROGRESSIVEASPECTASTHERESEARCHSUBJECTOFTHISPAPERHOPINGTHATITWOULDBEHELPFULTOTHETHAILEARNERSOFCHINESEFIRSTLYTHISPAPERPREDICTSTHEERRORSTHATTHAILEARNERSMAYHAVEINLEARNINGCHINESETHROUGHACONTRASTIVEANALYSISOFTHECHINESEPROGRESSIVEASPECTANDTHETHAIEQUIVALENTSSECONDLYTHEPAPERCLASSIFIESTHEERRORSINTHELEARNERS’WRITINGCORPUSANDSUMSUPTHETYPESOFERRORSSOASTODETERMINETHEFOCUSOFTHISSTUDYINORDERTOMAKEUPFORTHEDEFICIENCYOFTHEPROGRESSIVEERRORSINTHECORPUS，AQUESTIONNAIREISDESIGNEDBASEDONTHETYPESOFERRORSANDTHESETYPESOFERRORSARETESTIFIEDASTHEDIFFICULTAREASFORTHETHAICHINESELEAMERSBYDISTRIBUTINGTHEQUESTIONNAIRESAMONGTHESECONDYEARSTUDENTSINBOTHMAEFAHLUANGUNIVERSITYANDOVERSEASEDUCATIONCOLLEGEOFXIAMENUNIVERSITYTHIRDLYTHISPAPERMAKESACONTRASTIVESTUDYOFTHEEFFECTSBETWEENTHETHAICHINESELEARNERSINTHETARGETLANGUAGELEARNINGENVIRONMENTANDNONTARGETLANGUAGELEARNINGENVIRONMENT，ANDITTURNSOUTTHATTHOSEINTHETARGETLANGUAGELEARNINGENVIRONMENTDONOTHAVEBETTERLEARNINGEFFECTONTHECONTRASTFAMILYBACKGROUNDHASMOREINFLUENCEONLEARNINGEFFECTANDTHETHAISTUDENTSOFCHINESEORIGINLEARNBETTERTHANTHEOTHERTHAISTUDENTSINTHECHINESEPROGRESSIVEASPECTFINALLYTHISPAPERATTEMPTSTOFINDOUTTHECAUSESOFTHEERRORSANDPUTSFORWARDSOMESUGGESTIONSANDCOUNTERMEASURESKEYWORDSCHINESEPROGRESSIVEASPECT；ERRORANALYSIS；THAIL啟AME稻OFCHINESEN

簡(jiǎn)介：上海師范大學(xué)碩士學(xué)位論文韓中兩國(guó)教材對(duì)比研究以中國(guó)語和博雅漢語為例姓名卞惠銀申請(qǐng)學(xué)位級(jí)別碩士專業(yè)語言學(xué)及應(yīng)用語言學(xué)指導(dǎo)教師陳昌來20090401SUBJECTTHECOMPARINGRESEARCHOFCHINESETEXTBOOKBASEDONKOREANTEXTBOOKANDCHINESETEXTBOOKMAJORLINGUISTICSANDAPPLIEDLINGUISTICSCANDADITEBIANHUIYINTHESISSUPERVISORCHENCHANGLAITYPEOFTHESISTHEORETICALANDAPPLIEDSTUDYABSTRACTTHESTRENGTHOFCHINA’SECONOMYANDINTEMATIONALSTATUSHASBEENIMPROVEDTHECHINESELANGUAGELEARNEDAROUNDTHEWORLDFLOURISHESBASEDONTHEEXPANSIONOFSOUTHKOREANSTUDENTSANDTHECHANGESOFSTUDENTLEARNINGREQUIREMENTSANDOTHERREASONS，NOTONLYDOESTHEDEMANDFORCHINESETEXTBOOKSINCREASESIGNIFICANTLYFORLEANERS，BUTALSOTHEQUALITYOFCHINESETEXTBOOKSANDTYPESHASHIGHERREQUIREMENTSFORLEARNERS，AGOODTEXTBOOKCANHELPTHEMTOPREVIEWEASILYTAKECLASSESANDREVIEWWHICHENHANCETHEIRINTERESTANDCONFIDENCEINLEARNINGTOWRITEANDORGANIZEALLAPPROPRIATETEXTBOOKFORKOREANS，ESPECIALLYTHEONESWHOMADEKOREANTHEMSELVES，THEREISONETHINGKOREANLANGUAGETEXTBOOKSSHOULDPAYATTENTIONTOTHEMOSTCOMMONMISTAKESMADEBYMAJORITYOFKOREANSTUDENTSONSENTENCESANDWORDSIFWECANMAKEAMOREDETAILEDEXPLANATIONFORTHEPOINTSABOVE，THISWILLBECOMEAPARTICULARHIGHLIGHTOFTHETEXTBOOKFORSPECIFICLEARNERSCOMPAREDTOTHESTUDENTSINTHETARGETLANGUAGEENVIRONMENT，THESTUDENTSINNONTARGETLANGUAGEENVIRONMENT，THEABILITYOFLISTENING，SPEAKING，ANDINTERPERSONALSKILLSOROTHERSKILLSMAYBEWEAKERONTHEOTHERHAND，THESTUDENTSINSOUTHKOREAAREALWAYSSTRONGERONTHEKNOWLEDGEOFGRAMMATICALSTRUCTURES，WHICHRELATEDTOTHECHINESETEACHERSINSOUTHKOREAWELLUNDERSTANDINGTHEIRKOREANSTUDENTSINFACT，THETEXTBOOKALSOHASSUCHFUNCTIONSTOHELPKOREANSTUDENTSTOSTRENGLHENEASILYCONFUSEDPARTSANDCOMMONMISTAKES，SOWESHOULDMAKEUSEOFTHECULTURALANDHISTORYOFSOUTHKOREAANDCHINESETHEADVANTAGESCOMEFROMTHEIMPACTOFTHECHINESECIRCLE，ANDMAKEOUTAPPROPRIATETEXTBOOKSFORKOREANSTUDENTSINTHISARTICLE，WEFINDTWOSETSOFBOOKSTHESOUTHKOREANHIGHSCHOOLTEXTBOOKCHINESEANDTHECHINESETEXTBOOKUSEDINCHINABOYACHINESEANDMAKEACOOPERATIONWHICHAIMSTODESIGNEDTOANUMBEROFFOCUSPOINTSANDRECOMMENDATIONSTOTHECHINESETEXTBOOKSEDITINGFORKOREANSTUDENTSKEYWORDSBOYACHINESE；CHINESE；COMPARISONONGRAMMAR；COMPARISONONVOCABULARY；COMPARISONONCHINESETEXTBOOK

簡(jiǎn)介：錛舉縣，●／＼JUDC密級(jí)公立碩士學(xué)位論文漢語和日語句子話題顯現(xiàn)形式對(duì)比研究吳丕學(xué)科專業(yè)漚適言塞主堂指導(dǎo)教師謝建趑數(shù)援論文答辯日期2Q呈魚壘答辯委員會(huì)主席瑟型直塾援漢語和日語句子話題顯現(xiàn)形式對(duì)扛匕研究摘要語言是人類最重要的交際工具。無論使用什么語言，人們都有可能就同一個(gè)話題進(jìn)行交流。功能主義學(xué)派CHARLESLI和STHOMPSON1976認(rèn)為，漢語和日語都是話題凸顯型語言，漢語是“注重話題”的語言，日語是“話題和主語并重”的語言。它們?cè)谠掝}顯現(xiàn)形式的表現(xiàn)上各具特色。本文以話題標(biāo)記、話題句類型以及話題化等多方面為切入點(diǎn)，對(duì)漢語和日語這兩種語言的句子話題顯現(xiàn)形式展開了多方位的對(duì)比研究，揭示了兩種語言句子話題顯現(xiàn)形式的區(qū)別。第一章表明了本文的選題緣由、話題研究現(xiàn)狀、本文研究的目的和擬采用的理論方法。并簡(jiǎn)要概述了話題的概念，闡述了話題和主語的聯(lián)系與區(qū)別。第二章詳細(xì)論述了漢日兩種語言的話題標(biāo)記，并對(duì)比分析了兩種語言中話題顯現(xiàn)形式的區(qū)別。第三章分析了日語話題句的類型，并相應(yīng)探討分析了漢語中的表述。第四章一一將漢語和日語話題的顯現(xiàn)形式總結(jié)為三種形式。第五章為結(jié)論。并指出了本文的不足之處，提出了今后的研究方向。關(guān)鍵詞話題顯現(xiàn)形式話題標(biāo)記話題化

簡(jiǎn)介：碩士專業(yè)學(xué)位論文對(duì)外漢語教學(xué)中疑問句習(xí)得的常見偏誤及教學(xué)策略COMMONERRSTEACHINGSTRATEGIESOFTHEACQUISITIONOFTHECHINESEINTERROGATIVESENTENCEPATTERNINFEIGNCHINESETEACHING研究生姓名祝逸燦指導(dǎo)教師姓名曹煒專業(yè)名稱漢語國(guó)際教育碩士研究方向漢語國(guó)際教育碩士所在院部文學(xué)院論文提交日期2016年5月學(xué)校代碼10285學(xué)號(hào)20144501052

簡(jiǎn)介：數(shù)字詞語是現(xiàn)代漢語詞匯的重要組成部分，也是對(duì)外漢語詞匯教學(xué)的重要內(nèi)容。然而目前學(xué)術(shù)界對(duì)于漢語數(shù)字詞語的本體研究以及對(duì)外漢語數(shù)字詞語教學(xué)的研究還相對(duì)比較薄弱。本文從對(duì)外漢語詞匯教學(xué)的角度出發(fā)，以數(shù)字詞的教學(xué)模式為切入點(diǎn)，引入集合式詞匯教學(xué)模式，探索集合式詞匯教學(xué)模式在數(shù)字詞教學(xué)過程中的適用性和可行性，將集合式詞匯教學(xué)理論成果運(yùn)用于對(duì)外漢語數(shù)字詞語教學(xué)中。漢語數(shù)字詞語的本體研究首先從數(shù)字詞語的定義出發(fā)，指出數(shù)字詞語是指含有數(shù)字的詞語，并對(duì)現(xiàn)代漢語中數(shù)字詞語的數(shù)量進(jìn)行統(tǒng)計(jì)、對(duì)數(shù)字詞語的結(jié)構(gòu)進(jìn)行分類。對(duì)數(shù)字語素在數(shù)字詞語中的意義進(jìn)行了分析，發(fā)現(xiàn)漢語數(shù)字詞語的意義復(fù)雜多樣，數(shù)字意義虛化的現(xiàn)象普遍存在。指出了在數(shù)字詞內(nèi)部具有規(guī)律性和系統(tǒng)性的特點(diǎn)。在對(duì)外漢語數(shù)字詞語教學(xué)研究中，首先對(duì)對(duì)外漢語數(shù)字詞語在教材和大綱中的使用情況進(jìn)行統(tǒng)計(jì)、分類，并指出目前對(duì)外漢語教學(xué)中的數(shù)字詞語教學(xué)存在的問題，為了更深入地了解學(xué)生在漢語數(shù)字詞語學(xué)習(xí)中存在的問題，筆者分析了中介語料庫，進(jìn)行了問卷調(diào)查，探究學(xué)生數(shù)字詞語的習(xí)得情況以及偏誤產(chǎn)生的原因。根據(jù)數(shù)字詞語自身的特點(diǎn)以及結(jié)合學(xué)生在數(shù)字詞語習(xí)得過程中的偏誤成因。本文提出了數(shù)字詞語的教學(xué)環(huán)節(jié)中引入新型的集合式詞匯教學(xué)法，并嘗試從語義和結(jié)構(gòu)兩個(gè)方面構(gòu)建集合模型、試圖以一種全新的詞匯教學(xué)方法來提升教學(xué)效果，同時(shí)還提出文化教學(xué)與詞匯教學(xué)相結(jié)合的教學(xué)方法，針對(duì)對(duì)外漢語教材中練習(xí)不足的問題提出了增加課后練習(xí)的教學(xué)建議。根據(jù)提出的策略，本文還設(shè)計(jì)了對(duì)外漢語數(shù)字詞語的教學(xué)案例，以期將理論運(yùn)用到實(shí)踐中，來檢驗(yàn)策略的可行性。最后，結(jié)語部分主要對(duì)本文的內(nèi)容進(jìn)行梳理，解釋了論文的價(jià)值，并指出論文中的不足之處，提出今后研究的目標(biāo)。

簡(jiǎn)介：四川師范大學(xué)學(xué)位論文獨(dú)創(chuàng)性聲明本人聲明所呈交學(xué)位論文堡釜型蚤壹麴堂在雯起點(diǎn)這蚤旦適逯堂塾堂蟲絲廑L，是本人在導(dǎo)師塹壑童指導(dǎo)下，獨(dú)立進(jìn)行研究工作所取得的成果。除文中已經(jīng)注明引用的內(nèi)容外，本論文不含任何其他個(gè)人或集體已經(jīng)發(fā)表或撰寫過的作品或成果。對(duì)本文的研究做出重要貢獻(xiàn)的個(gè)人和集體，均已在文中以明確方式標(biāo)明。本聲明的法律結(jié)果由本人承擔(dān)。本人承諾已提交的學(xué)位論文電子版與論文紙本的內(nèi)容一致。如因不符而引起的學(xué)術(shù)聲譽(yù)上的損失由本人自負(fù)。一翻奇一期∞咖FⅢ四川師范大學(xué)學(xué)位論文版權(quán)使用授權(quán)書本人同意所撰寫學(xué)位論文的使用授權(quán)遵照學(xué)校的管理規(guī)定學(xué)校作為申請(qǐng)學(xué)位的條件之一，學(xué)位論文著作權(quán)擁有者須授權(quán)所在大學(xué)擁有學(xué)位論文的部分使用權(quán)，即1已獲學(xué)位的研究生必須按學(xué)校規(guī)定提交印刷版和電子版學(xué)位論文，可以將學(xué)位論文的全部或部分內(nèi)容編入有關(guān)數(shù)據(jù)庫供檢索2為教學(xué)、科研和學(xué)術(shù)交流目的，學(xué)?？梢詫⒐_的學(xué)位論文或解密后的學(xué)位論文作為資料在圖書館、資料室等場(chǎng)所或在有關(guān)網(wǎng)絡(luò)上供閱讀、瀏覽。本人授權(quán)萬方數(shù)據(jù)電子出版社將本學(xué)位論文收錄到中國(guó)學(xué)位論文全文數(shù)據(jù)庫，并通過網(wǎng)絡(luò)向社會(huì)公眾提供信息服務(wù)。同意按相關(guān)規(guī)定享受相關(guān)權(quán)益。保密的學(xué)位論文在解密后適用本授權(quán)書學(xué)位論文作者簽名彳弓導(dǎo)師虢勻方乙參PUJII師范人學(xué)碩士學(xué)位論文THEAPPLICATIONOFTASK‘。BASEDLANGUAGETEACHINGINTHEBEGINNINGLEVELSPOKENCHINESECOURSEBE91NNLNBPOKENMASTEROFTEACHINGCHINESETOSPEAKERSOFOTHERLANGUAGESPOSTGRADUATEDONGPINGPINGSUPERVISORGOUCHENGYIABSTRACTWITHTHEDEVELOPMENTOFTHESECONDLANGUAGECLASSROOMTEACHING，THESPOKENCHINESECOURSEFORTHEBEGINNERSALSOGETTINGMOREANDMOREATTENTIONSINTHEMEANTIME，MOSTOFTHETEACHERSREALIZETHATTHEDEFECTSOFTHETRADITIONALTEACHINGCONCEPTANDTEACHINGMODELSTARTTOCOMEINTOVIEW，WHICHALSOINFLUENCETHETEACHINGEFFECTSTHEREFORE，AMOREVIBRANTANDMOREEFFECTIVETEACHINGAPPROACHISDESPERATELYNEEDEDTOBEAPPLIEDTOTHETEACHINGPRACTICETHISPAPERTRIESTOAPPLYTHETASKBASEDLANGUAGETEACHINGTBLTTOTHEBEGINNINGLEVELSPOKENCHINESECOURSE，HOPEITCANBEHELPEDTOCHANGETHESITUATIONOFTHEORALCLASSANDMAINTAINSTUDENTS’INTERESTSINLEARNINGCHINESE，AROUSETHEIRSTUDYENTHUSIASM，ANDFINALLYACHIEVEDTHEGOALSOFIMPROVINGTHETEACHINGEFFECTANDFOSTERINGSTUDENTSCOMPREHENSIVEABILITYINUSINGLANGUAGETHISPAPEREXPLORESTHETBLTMAINLYFROMTHEFOLLOWINGASPECTSFIRSTOVERVIEWTHERESEARCHMEANINGOFTHESUBJECTFROMBOTHTHETHEORYANDREALITYASPECTS，ANDFINDAREALISTICBASISFORTHEAPPLICATIONOFTASKBASEDLANGUAGETEACHING；THENANALYZETHEDOMESTICANDFOREIGNCURRENTRESEARCHSITUATIONOFTHERELATIVESUBJECT，ANDFOUNDCOMMUNICATIVELANGUAGETEACHINGANDSECONDLANGUAGEACQUISITIONRESEARCHTHETWOPERSPECTIVES；ITDOESNOTMAKEANYSENSEIFATEACHINGMODELJUSTREMAINTHEORETICAL，ABOVEALLITSHOULDBEUSEDTOGUIDETEACHINGPRACTICE，THEREFORE，IMAKEANINTRODUCTIONOFWILLIS’SMODEOFOPERATIONOFTHETBLTTHENHAVESOMECOMPARISONWITHTHETRADITIONAL3PMODE，HIGHLIGHTSITSADVANCEMENTSANDADVANTAGES；FORFINDINGTHESOLUTIONS，IMADEANATTEMPTTOUSEITINTHECLASS，THENANALYZETHEEFFECTIVEENFORCEMENTSFOREACHSTEPOFTHETASKBASEDTEACHINGANDATTENTIONSWHILEUSEITANDMOREINFORMATIONISGIVENBYANEXAMPLE；FINALLYISTHEEVALUATIONIGOTTHEFEEDBACKSOFTHESTUDENTSTHROUGHQUESTIONNAIRESURVEYSANDGOTTHEPOSITIVEANDNEGATIVEEXPERIENCESTHROUGHPRACTICEIIKEYWORDSBEGINNINGLEVEL；SPOKENCHINESECOURSE；TASKBASEDLANGUAGETEACHING；

簡(jiǎn)介：浙江大學(xué)博士學(xué)位論文西人漢語研究述論1619世紀(jì)初期姓名董海櫻申請(qǐng)學(xué)位級(jí)別博士專業(yè)中國(guó)古代史指導(dǎo)教師黃時(shí)鑒20050101ABSTRACTTHISDISSERTATIONISAMONOGRAPHICRESEARCHONTHESTUDYOFCHINESELANGUAGEBYWESTERNERSFROMTHE16“TOTHEEARLY19“CENTURYITPRESENTSAHISTORYOFTHEWORKSABOUTTHECHINESELANGUAGEPREPAREDBYWESTERNMISSIONARIESINASIAANDNATIVESCHOLARSINEUROPE，OFTHEIRACADEMICACTIVITIES，ANDOFTHEIRINFLUENCEITISFOCUSEDONHOWKNOWLEDGEABOUTTHELANGUAGEOFCHINESESPREADSANDDEVELOPSINEUROPE，ANDITSRELATIONSWITHTHEESTABLISHMENTANDDEVELOPMENTOFWESTERNSINOLOGYTHISPAPERISDIVIDEDINTOFIVECHAPTERSCHAPTERONETRACESBACKTOTHEFRAGMENTARYDESCRIPTIONABOUTCHINESEINTHEEARLYWESTERNLITERATUREONTHEBASISOFAQUICKSURVEYITMAYBECONCLUDEDTHATBEFORETHESIXTEENTHCENTURYTHEREWASNOSUFFICIENTUNDERSTANDINGINEUROPEFORTHENATUREOFTHECHINESELANGUAGE，F(xiàn)ORTHEIRDIFFERENCESANDSIMILARITIESTOTHEEUROPEANVOCABULARYFROMTHE16”CENTURYON，PORTUGUESEANDSPANISHWHOARRIVEDANDLIVEDFORMANYYEARSINTHEPORTCITIESOFASIAHADMADESOMEDESCRIPTIONSOFCHINESELANGUAGEINTHEIRLETTERS，REPORTSANDWORKSTHEIRCOMMENTSWERESIMPLEANDSUPERFICIALTHESECONDCHAPTERDISCUSSESTHEWESTERNMISSIONARIES’ACTIVITIESOFLEARNINGCHINESEFROMTHE1680STOTHELATE17“CENTURYBYTHATTIME，THEITALYANDPORTUGALMISSIONARIESHADPLAYEDANIMPORTANTROLEINCOMPILETHEEARLIESTCHINESESYLLABARYDICTIONARIES，VOCABULARIESANDGRAMMARBUTMOSTOFTHESEWORKSWEREREGARDEDASDISSEMINATORSANDINTERPRETERSOFINFORMATIONABOUTCHINA，NOTSCHOLARLYRESEARCHTHEIRBASICMOTIVATIONWASTHEPROPAGATIONOFTHEIRFAITH，ANDTHESTUDYOFCHINESEWASAMEANSTOAMISSIONARYENDTHETHIRDCHAPTERDISCUSSESTHEFRENCHJESUITS’ACTIVITIESOFSTUDYINGCHINESEINTHEMAINLANDOFCHINAFROMTHE1780STOTHELATE18“CENTURYBYTHISTIME，THEYDOMINATEDTHETRANSLATIONWORKSFROMTHECHINESEANDPUBLISHEDTHEIRWRITINGABOUTCHINAINEUROPESOMEOFTHEMWERESCHOLARLYMONOGRAPHSANDGAVEEUROPEANSSOMEEXACTNOTIONSOFTHEORIGINANDDEVELOPMENTOFCHINESELANGUAGETHESTUDYONTHECHINESELANGUAGEBYMISSIONARIESINTHE17‘“ANDLG“CENTURIESWASINSEPARABLYCONNECTEDTHEEARLYSTUDYOFCHINAINEUROPEORPROTOSINOLOGYTHEFOURTHCHAPTERREVIEWSSOMEREMARKABLEOPINIONSANDDEBATEABOUTTHECHINESELANGUAGEAMONGTHEINTELLECTUALELITESINEUROPEDURINGTHE17“CENTURYAND18“CENTURYTHEEUROPEANSCHOLARSMOSTLYRELIEDONTHEWRITINGSOFTHEMISSIONARIESTOACQUIRETHEINFORMATIONONCHINAWITHOUTTHELIVINGEXPERIENCEINCHINA，THEREWEREMANYMISUNDERSTANDINGOFCHINESELANGUAGEINTHEIRDISCUSSIONSFROMTHENON，F(xiàn)RANCEBECAMETHECENTEROFCHINESESTUDYINEUROPETHELASTCHAPTERDISCUSSESTHEESTABLISHMENTOFACADEMICSINOLOGYINEUROPEINTHEFIRSTNEARLYTWENTYYEARSOFTHE19“CENTURYITISFOCUSEDONTHEWRITINGSOFJOSEPHHAGERANDABELR6MUSATALLINALL，THEACADEMICSINOLOGYISANINEVITABLEOUTCOMEOFTHEMISSIONARY’SSTUDYANDREPORTNOCHINESEANDCHINAFORABOUT300YEARSTHENATIVEEUROPEANSCHOLARS’EFFORTSAREALSOVERYIMPORTANTIL

簡(jiǎn)介：點(diǎn)擊查看更多《現(xiàn)代漢語詞典》78版和05版婚嫁詞對(duì)比研究.pdf精彩內(nèi)容。

簡(jiǎn)介：學(xué)校代碼10530學(xué)號(hào)200705020697分類號(hào)H059密級(jí)碩士學(xué)位論文漢語“一量名”結(jié)構(gòu)的句法語義解讀漢語“一量名”結(jié)構(gòu)的句法語義解讀學(xué)位申請(qǐng)人徐正科指導(dǎo)教師文衛(wèi)平教授學(xué)院名稱外國(guó)語學(xué)院學(xué)科專業(yè)外國(guó)語言學(xué)及應(yīng)用語言學(xué)研究方向理論語言學(xué)二零一零年六月一日湘潭大學(xué)湘潭大學(xué)學(xué)位論文原創(chuàng)性聲明學(xué)位論文原創(chuàng)性聲明本人鄭重聲明所呈交的論文是本人在導(dǎo)師的指導(dǎo)下獨(dú)立進(jìn)行研究所取得的研究成果。除了文中特別加以標(biāo)注引用的內(nèi)容外，本論文不包含任何其他個(gè)人或集體已經(jīng)發(fā)表或撰寫的成果作品。對(duì)本文的研究做出重要貢獻(xiàn)的個(gè)人和集體，均已在文中以明確方式標(biāo)明。本人完全意識(shí)到本聲明的法律后果由本人承擔(dān)。作者簽名日期年月日學(xué)位論文版權(quán)使用授權(quán)書學(xué)位論文版權(quán)使用授權(quán)書本學(xué)位論文作者完全了解學(xué)校有關(guān)保留、使用學(xué)位論文的規(guī)定，同意學(xué)校保留并向國(guó)家有關(guān)部門或機(jī)構(gòu)送交論文的復(fù)印件和電子版，允許論文被查閱和借閱。本人授權(quán)湘潭大學(xué)可以將本學(xué)位論文的全部或部分內(nèi)容編入有關(guān)數(shù)據(jù)庫進(jìn)行檢索，可以采用影印、縮印或掃描等復(fù)制手段保存和匯編本學(xué)位論文。涉密論文按學(xué)校規(guī)定處理。作者簽名日期年月日導(dǎo)師簽名日期年月日

簡(jiǎn)介：I學(xué)校代碼10357學(xué)號(hào)安徽大學(xué)博士學(xué)位論文漢語移就范疇的認(rèn)知闡釋COGNITIVEINTERPRETATIONONTHECATEGYOFTRANSFERREDEPITHETINCHINESE姓名李艷學(xué)科專業(yè)漢語言文字學(xué)研究方向現(xiàn)代漢語語法修辭指導(dǎo)教師曹德和教授完成時(shí)間2008年4月III

簡(jiǎn)介：東北師范大學(xué)碩士學(xué)位論文韓國(guó)高中利用電視廣告進(jìn)行漢語教學(xué)的研究姓名金寬培申請(qǐng)學(xué)位級(jí)別碩士專業(yè)漢語言文字學(xué)指導(dǎo)教師李勉東20080101ABSTRACTTLLENU皿【BER0FTHESTUDENTSSTUDYINGTHECLLINESELAILGLLAGEINK砬EAH弱INCREASEDAILDTHESYSTEMOFCHIIL_ESEDISCIPLINEIILKOREAISBEINGIMPROVEDWITHTHEAIDOFTHECONTINUOUSINTERCHANGEOFPOLITICS，ECONOMICS，ANDCULTURESBETWEENTHETW0COUNTRIES，C№AAILDK0REA硪EROF丘D2LL鋤ITYIN1992№W，KOREAISTRY噸TOLAUNCHTHENEWPROJECTONWHICHMALLYL觚GTLAGEEXPERTSHAVEPUTEMPHASISTHROU曲MANYREF6髓SOFTHEL觚GUAGETEACHINGMETHODTHEYSUGGESTTHATTHEEDUCATIONALSYSTEMFORTHEL姐GUAGETESTSHOULDBECHANGED加MTHE黟鋤MARORIENTED、I，RITTENTESTTOTHELANGUAGEPROFICIENCYTESTH0WEVER，THISFIRSTSTEPTOTHEDESIRABLEDIRECTIONISLIMPINGALONGFORSEVERALRE嬲ONSTHAT’SWHYTEACB【ERSAREF砬EDWITHONEOFMEMOSTSE矗OUSMOMENTSTHATTHEYWOULDENH強(qiáng)CET11CABIHTYFORKOREANSTUDENTST0SPE曩KCKNESEE10QUENTLY0RVICEVERSA111ISPAPER、而TESABOUT阜EDUCATIONALPOSSIBILITYANDIMPORTALLCEOFTVCOMMERCIALADVERTISEMENTINCHIN銘E’THEWAYTOSELECTTHECOMM洲ALADVERTISEM鉍TF加CHINESET，PRO目AMS卑ANALYSISFORTHETVADVENISEMENTSINTEMSOFLANGUAGEANDCOMENTTEACHINGFOREIGNLANGUAGEHASTWOPANSLAILGUAGEANDCULTURETHESEPARTSARCSOCLOSELYRELATEDMATDISREGARDINGONEOFTHEMMAYRESULTINNEGATIVEEF￡ECTOFLANGILAGEEDUCATIONNISPAPERWRITESABOUT木FOURL卸GUAGEFUNCTIONSHSTE血G，SPEALDNG，READING，WRITING書HOWTOTEACHCLLINESEBYTHESEFUNCTIONSMEMIONED書DEMONSTRATIONOFOVERANWAYOFTEACLLINGCHILLESE謝MFOURL蛆GUAGEF11N砸ONSLISTENING，SPEAI曲G，READING，WRITING幸THECIL玎EINTSTATEOFCL血AINTHEAREAS0FEDUCATIONALSYSTEMAILDITSCILLTILRE木SELECTINGSOMETVADVENISEMENTSB弱EDUPONCHINESEEDUCATIONALANDCULTURALBACKGROULLDTHEGEO黟APMCAL孤DCULTURALVICINITYBET、L，EENC11ILLAANDKOREAWINENABLETHE鉚OPEOPLEST0FORTIFYTHEIRRELATIONSHIPSINTHENEARFUTUREMORCSTRON酉YTHANEVERBEFORETHIS麗NHELPUSSVSTEMIZE齟DSTANDARD訖ETHECLLINESEEDUCATIONINKOREAIHOPETHISPAPERWILLPR0VIDESO里EUSEFULINF0衄ATIONFORTHECHIILESELANGUAGETEACHERSANDSTUDENTSWHONECESSITATEENLISTIILGTHEHELPOFTHEORETICALBASISAIMEDUCATIONALENV加NMENTINKOREAFORTEACHINGOR1EAMINGTHECMNESELALLGILA薩KEYWORDSKORE觚，HIGLLSCH00L，TVADVERTISEMENT，THECHINESE1趾GUAGE，TEACHINGMETHOD

簡(jiǎn)介：遼寧師范大學(xué)碩士學(xué)位論文日本人學(xué)習(xí)漢語常見語病分析姓名吉田洋子申請(qǐng)學(xué)位級(jí)別碩士專業(yè)現(xiàn)代漢語語法指導(dǎo)教師刁晏斌20020601解和使用它們。在語法方面，漢日之間也有很多差異，比如語序就很不同，漢語為主謂賓語序，日語則為主賓謂語序。日語的語序會(huì)對(duì)漢語學(xué)習(xí)起干擾作用，因而語序的錯(cuò)誤是日本人學(xué)漢語時(shí)最容易犯的語法錯(cuò)誤之一。在表達(dá)方匭。差異也很明顯。相對(duì)來說。漢語的表達(dá)具有直露性，比較直接、鮮明，而日語的表達(dá)則具有暖昧性經(jīng)常是委婉、朦朧、模糊、暗示的，有時(shí)還轉(zhuǎn)彎抹角日本學(xué)生在學(xué)習(xí)漢語時(shí)，上述噯昧性就常常影響著日本學(xué)生的漢語表達(dá)經(jīng)常形成交際障礙只有了鷦漢語表達(dá)的特點(diǎn)才能選擇恰當(dāng)?shù)恼Z句表達(dá)意思，語義鮮明直截了當(dāng)?shù)卣f明自己的觀點(diǎn)只有這樣，才能有效地提高漢語水平。外國(guó)人學(xué)習(xí)漢語時(shí)，在某個(gè)方面要受母語的負(fù)遷移作用的很大影響。因此，語病的出現(xiàn)是不可避免的，而且，往往會(huì)出現(xiàn)帶有規(guī)律性的錯(cuò)誤。語病的分析和解決是外語教學(xué)中的一項(xiàng)重要內(nèi)容。正確分析語病，找出其產(chǎn)生的原因，由此了解漢語與母語的區(qū)別，進(jìn)而避免重復(fù)出現(xiàn)『司樣的錯(cuò)誤。在中國(guó)對(duì)外國(guó)人學(xué)漢語中出現(xiàn)的語病的辨析研究幾乎都是針對(duì)說英語的留學(xué)生的，在適用性方面有比較大的局限。本文對(duì)日本學(xué)生學(xué)習(xí)漢語時(shí)的常見語病進(jìn)行分析研究，從漢日語言對(duì)比入手，找出發(fā)生錯(cuò)誤的原因，提出糾正的方法。筆者希望本文能夠幫助日本人學(xué)習(xí)漢語，并對(duì)對(duì)日漢語教學(xué)起到促進(jìn)作用。二、漢日語法對(duì)比語言對(duì)比在外語學(xué)習(xí)中是十分必要的。漢語與日語雖然使用共同的漢字，而且，它們?cè)谡Z義上有一定程度的相同之處，但是，二者也有在明顯的差異。劉詢?cè)f“兩種語言差異越大，干擾越大學(xué)習(xí)的困難就越大。實(shí)際情況并非如此，兩種語言差別大雖然掌握起來要慢些但干擾反而小，掌握的準(zhǔn)確度要大。兩種語言表面上很相似，也許掌握起來要快些，但細(xì)微差別所產(chǎn)生的干擾則更大。準(zhǔn)確度更難把握。”“’實(shí)際上漢語與B語語法屬于完全不同的兩種體系，因此有著較大差異，所以，日本人學(xué)習(xí)漢語時(shí)，會(huì)遇到不少出乎意料的困難。在這個(gè)部分我們主要進(jìn)行漢日語法方面的對(duì)比同時(shí)，也進(jìn)行語義與表達(dá)方面的某些對(duì)比，目的是指出漢日語法的不網(wǎng)點(diǎn)。一漢語語法的特點(diǎn)漢語屬于漢藏語系，是孤立語。漢語語法特點(diǎn)主要有1語序和虛詞是主要的語法手段，缺少像印歐語言那樣嚴(yán)格意義上的形態(tài)變化。例如英語的BOOK和BOOKS，LOOK和LOOKS都是同個(gè)詞的不同的形式，前者的S表示復(fù)數(shù)，后者的S表示單數(shù)第三人稱。而漢語則都只用“書看”表示。此外，GOGOESGOINGⅥ∞T，GONE屬同一個(gè)詞漢語只須用“去”表示即可。2，基本語序?yàn)橹髦^賓；定語和狀語在中心語之前。補(bǔ)語在中心語之后。例2