簡(jiǎn)介：分類號(hào)IEIUDC密級(jí)編號(hào)中國(guó)科學(xué)院研究生院碩士學(xué)位論文Y80T‘18李幸指導(dǎo)教師塞盛迭盟壅雖生國(guó)抖堂暄自塾絲盟究逝申請(qǐng)學(xué)位級(jí)別王堂亟學(xué)科專業(yè)名稱撞式遲型生蟹籃丕統(tǒng)論義提交日期星QQ墨箜墨旦論文答辯曰期QQ墨生墨旦培養(yǎng)單位生國(guó)型堂院自麴絲嬰童逝學(xué)位授予單位主國(guó)型堂瞳塹塞生院答辯委員會(huì)主席ABSTRACTPARSINGISONEOFTHEFUNDARNENTALPROBLEMSINNATURALLANGUAGEPMCESSINGH’SMAINTASKISTOAUTOMATICALLYRECOGILIZETHESYNTACTICSTRUCTUREOFSEMENCESMOSTOFNATURALLALLGUAGE印PLICATIONSSUCHASMACHMETRAILSLATION，NATURALLALLGUAGEUNDERSTANDING，INFORMATIONEXTRACTIONANDAUTOMATICSUMMARIZATION、帕ULDBENENTFMMTLLEACCURATEPARSINGRESULTSINTHEPARSINGAPPROACHBASEDONTHESTATISTICALMODEL，THEREARETWOKEYISSUESPARSINGALGORIT脅DESIGNINGANDPARSINGMODELINGFBRDISALLLBIGUATION，WHICHDECIDENLEE街CIENCYANDACCILRACYOFAPARSINGSYSTEMTHIS也ESISISMAINLYINMESEASPECTSANDCONSTRUCTSANE伍CIEMPARSINGSYGTEMTHEMAINCONTRIBUTIONSARESLLNLMARIZEDASFOL】OWS1111PARSINGALGORITLLM，MOSTMLDITIONALPARSINGALGORITLLMS盯EANALYZEDANDCOMPAREDMAINLYINTHEPROCESSINGSTRATEGYTIMECONSUMPTIONA11DSPACECONSUMPTIONA‘‘ROLEINVERSEALGORILHM”WHICHISANIMPROVEDVERSIONOFC王LARTPARSINGALGORITHMISSTUDIEDDETAILEDL礦BASEDON也ISALGORIT№，THISTHESISPROPOSEDTWOASPECTSOFIMPROVEMENTFIRSTLY，THESTATICMLETABLESAREEXTENDED，SOMATⅡLEORIGINALINPUTOFTHEALGORIMMCALLEXTENDF沁M(jìn)WORDSTOPHRASES趾DSEMENCESINT11ISWAY，T11EPMCESSINGABILITYANDE伍CIENCYOFMEALGORITHMWILLBEIMPROVEDSECONDLY，THEPROBABILITIESOFGRAMMARRULESAREUSEDTOSORT也EMLETABLES，WHICHWILLAVAIL出ELATTERPRUNING2INORDERTOSOLVE廿1EDI銜CUL夠OFPARSINGLONGCHINESCSENTENCES，THEUSAGEANDFHNCTIONOFCHINESEPUNCTUATIONS盯ESTUDIEDINS螂TICP盯SIR培趴DAHIERARCHICALPARSINGAPPMACHISPROPOSEDITDI仃ERERNIATESFROMMOSTOFTHEPREVIOUSAPPROACHESMAINLYINT啪ASPECTSFIRSTLY’CHINESEPUNCTUATIONSARCCI鵲S訊EDAS‘DIVIDE’PUNCTUATIOILSAILD‘ORDINARY’ONESLONGCOMPLEXSENTENCESWHICHINCLUDETHECATEGORIESOF‘DIVIDED’PUNCTUATIOILSAREBROKENINTOSLLITABLEUNITS，SOTHEPARSINGWILLBECARRIEDOUTINT、VOSTAGESTHIS‘DIVIDEANDMLE’STI砒EGYGRCATLYREDUCESMEDIFFICULTYOFACQUIRINGTHEBOUIL捌ESOFSUBSENTENCESAILDSYNTACTICSTRUCTUREOFSUBSENTENCESORPHRASESSIMULTAILEOUSLYINONCELEVELPARSINGSTRATEGYOFMOSTOFPREVIOUSAPPROACHESSECONDLY’AGRANUNARMLESSYSTEMINCLUDINGAUPUNCTLLATIONSISBUILTTOBEUSEDINPARSINGANDDIS撇BIGUATINGSENTENCESEXPEFIMENTSSHOWTHATOUR印PROACHCALLSIGN謫CANTLYREDUCETHETIMECONSUMPTIONANDN啪BERSOFARNBIGUOUS

簡(jiǎn)介：碩士學(xué)位論文中國(guó)英語學(xué)習(xí)者漢語句法的二語逆向遷移研究作者葉曉指導(dǎo)教師趙雪琴教授南京理工大學(xué)2013年1月聲明本學(xué)位論文是我在導(dǎo)師的指導(dǎo)下取得的研究成果，盡我所知，在本學(xué)位論文中，除了加以標(biāo)注和致謝的部分外，不包含其他人已經(jīng)發(fā)表或公布過的研究成果，也不包含我為獲得任何教育機(jī)構(gòu)的學(xué)位或?qū)W歷而使用過的材料。與我一同工作的同事對(duì)本學(xué)位論文做出的貢獻(xiàn)均已在論文中作了明確的說明。研究生簽名咀竺勱／；年；月婦學(xué)位論文使用授權(quán)聲明南京理工大學(xué)有權(quán)保存本學(xué)位論文的電子和紙質(zhì)文檔，可以借閱或上網(wǎng)公布本學(xué)位論文的部分或全部?jī)?nèi)容，可以向有關(guān)部門或機(jī)構(gòu)送交并授權(quán)其保存、借閱或上網(wǎng)公布本學(xué)位論文的部分或全部?jī)?nèi)容。對(duì)于保密論文，按保密的有關(guān)規(guī)定和程序處理。研究生簽名J華磯J弓年≥月移日

簡(jiǎn)介：索取號(hào)I106密級(jí)公開碩士學(xué)位論文ANEMPIRICALSTUDYOFTHERELATIONSHIPBETWEENCHINESEIDIOMS’DECOMPOSABILITYTRANSLATIONSTRATEGIES漢語習(xí)語分解性與翻譯策略關(guān)系的實(shí)證研究漢語習(xí)語分解性與翻譯策略關(guān)系的實(shí)證研究研究生蘧曉曉指導(dǎo)教師王福祥副教授培養(yǎng)單位外國(guó)語學(xué)院一級(jí)學(xué)科外國(guó)語言文學(xué)二級(jí)學(xué)科英語語言文學(xué)完成時(shí)間2016年4月10日答辯時(shí)間2016年6月4日曲阜師范大學(xué)研究生學(xué)位論文原創(chuàng)性說明曲阜師范大學(xué)研究生學(xué)位論文原創(chuàng)性說明（根據(jù)學(xué)位論文類型相應(yīng)地在“□”劃“√”）本人鄭重聲明此處所提交的博士□碩士□論文漢語習(xí)語分解性與翻譯策略關(guān)系的實(shí)證研究，是本人在導(dǎo)師指導(dǎo)下，在曲阜師范大學(xué)攻讀博士□碩士□學(xué)位期間獨(dú)立進(jìn)行研究工作所取得的成果。論文中除注明部分外不包含他人已經(jīng)發(fā)表或撰寫的研究成果。對(duì)本文的研究工作做出重要貢獻(xiàn)的個(gè)人和集體，均已在文中以明確的方式注明。本聲明的法律結(jié)果將完全由本人承擔(dān)。作者簽名日期曲阜師范大學(xué)研究生學(xué)位論文使用授權(quán)書曲阜師范大學(xué)研究生學(xué)位論文使用授權(quán)書（根據(jù)學(xué)位論文類型相應(yīng)地在“□”劃“√”）漢語習(xí)語分解性與翻譯策略關(guān)系的實(shí)證研究系本人在曲阜師范大學(xué)攻讀博士□碩士□學(xué)位期間，在導(dǎo)師指導(dǎo)下完成的博士□碩士□學(xué)位論文。本論文的研究成果歸曲阜師范大學(xué)所有，本論文的研究?jī)?nèi)容不得以其他單位的名義發(fā)表。本人完全了解曲阜師范大學(xué)關(guān)于保存、使用學(xué)位論文的規(guī)定，同意學(xué)校保留并向有關(guān)部門送交論文的復(fù)印件和電子版本，允許論文被查閱和借閱。本人授權(quán)曲阜師范大學(xué)，可以采用影印或其他復(fù)制手段保存論文，可以公開發(fā)表論文的全部或部分內(nèi)容。作者簽名日期導(dǎo)師簽名日期

簡(jiǎn)介：ILIIL咖4ILIILLILLILLLIILLILLLLILL㈨Y3402220⑩路樂簿繹蕩太學(xué)麓瞻函薩7。HA黯INNORMALUNIVERSITY碩士學(xué)位論文面向?qū)ν鉂h語教學(xué)的“都NP了“和_‘還咿昵“構(gòu)式對(duì)比研究學(xué)科專業(yè)研究方向作者姓名指導(dǎo)教師漢語國(guó)際教育漢語國(guó)際教育劉群一●戴云教授哈爾濱師范大學(xué)O一八年六月ATHESISSUBMITTEDFORTHEDEGREEOFMASTERACOMPARATIVESTUDYOFBOTHNP’’ANDNPFORTEACHINGCHINESEASAFOREIGNLANGUAGECANDIDATESUPER、，ISORSPECIAL時(shí)DATEOFDEFENCEDEGREECONFEMNGINSTITLMONLIUQUNDAIYUNPROFESSORMTCSOLMAY，2018HARBINNORMALUNIVERSITV

簡(jiǎn)介：云南師范大學(xué)碩士學(xué)位論文彝族阿細(xì)人漢語中介語與漢語普通話語音對(duì)比分析姓名高春燕申請(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)教師王渝光20060520云南師范大學(xué)碩士研究生學(xué)位論文彝族阿細(xì)人漢語中介語與漢語普通話語音對(duì)比分析ABSTRACTTHISTHESISISBASEDONTHETHEORYOFINTERLANGUAGE．INTHEFIRSTPLACE，HAVINGCLASSIFEDTHEOBJECTOFSTUDY一FHEINTERLANGUAGEISUSEDBYAXIBRANCHOFLOLOGROUP．SUMMARIZINGTWOSYSTEMSOFINTERLANGUAGETHATAREINTERLANGUAGEOFCOMMUNICATIONAXICHINESEINTERLANGUAGEANDINTEDANGUAGEOFTEACHINGAXICHINESEPUTONGHUA，WHICHAREMUTUALLYCONNECTIVEANDRELATIVEINDEPENDENCE．AFTERTHAT，ADOPTINGRESEARCHMETHODOFEXPERIMENTPRONUNCIATION，COMPARISINGTHETWOABOVEPHONETICSYSTEMSWITHTHATOFNORMALCHINESEPUTONGHUAFROMTHREEFACETSTHATARECONSONANTS，VOWELSANDTONE．FROMTHEREMAYBEFINDSOMEPHONETICPRINCIPLES．IT’SHELPFULTOAXIPEOPLETOLEARNBETTERCHINESEPNTONGHUA．PARTONEMAINLYNARRATETHESKETCHOFLOLOBRANCHASWELLASAXIBRANCHOFLOLOGROUPINHONGHE．PARTTWOINTRODUCESOMETHEORIESOFLINGUISTICSWHICHCLOSETOTHETHESIS，SUCHASBILINGUALISM，THETHEORYOFINTERLANGUAGE，THETHEORYOFLANGUAGEACQUISITIONANDSOON，WHICHPAVETHEWAYFORNEXTCONTRASTANDANALYSISOFPHONETIC．PARTTHREERESPECTIVELYSHOWTHEWHOLESITUATIONOFTHETWOPHONETICSYSTEMSTHATAREAXICHINESEINTERLANGUAGEANDAXICHINESEPUTONGHUA．PARTFOURISCENTRECONTENT，MAINLYRESEARCHFROMTHEANGLEOFLANGUAGEDEPENDENTFACTOR．THROUGHANAUZETHEFACTORSWHICHAREINFLUENCEDBYAXIMOTHERTONGUE，DISGUSSINGTHEDIFFERENCESANDSIMILARITYTHATHAVEBETWEENPHONETICSYSTEMSOFTHETWOANDTHATOFCHINESEPUTONGHUA．THELASTONECOMETOTHOSEPROBLEMSTHATEXISTEDCONSONANTS，VOWELSANDPICTHWHENAXIPEOPLEHAVESPOKENCHINESEPUTONGHUAACCORDINGTOABOVECONTRASTANDANALYSIS．THENSOLVETHEPROBLEMSWITHDIRECTION．KEYWORDSAXICHINESEINTEFLANGUAGEPHONETICSYSTEMSAXICHINESEPUTONGHUAPITCHCOMPARISIVE

簡(jiǎn)介：碩士學(xué)位論文英漢語作者科技論文英文摘要中經(jīng)濟(jì)原則應(yīng)用對(duì)比研究作者牛倩倩指導(dǎo)教師朱菊芬副教授南京理工大學(xué)2013年03月聲明本學(xué)位論文是我在導(dǎo)師的指導(dǎo)下取得的研究成果，盡我所知，在本學(xué)位論文中，除了加以標(biāo)注和致謝的部分外，不包含其他人已經(jīng)發(fā)表或公布過的研究成果，也不包含我為獲得任何教育機(jī)構(gòu)的學(xué)位或?qū)W歷而使用過的材料。與我一同工作的同事對(duì)本學(xué)位論文做出的貢獻(xiàn)均已在論文中作了明確的說明。研究生簽名衛(wèi)瑙砂J多年妒擁學(xué)位論文使用授權(quán)聲明南京理工大學(xué)有權(quán)保存本學(xué)位論文的電子和紙質(zhì)文檔，可以借閱或上網(wǎng)公布本學(xué)位論文的部分或全部?jī)?nèi)容，可以向有關(guān)部門或機(jī)構(gòu)送交并授權(quán)其保存、借閱或上網(wǎng)公布本學(xué)位論文的部分或全部?jī)?nèi)容。對(duì)于保密論文，按保密的有關(guān)規(guī)定和程序處理。研究生簽名睦盆碣勱侈年。多月鑼

簡(jiǎn)介：ANEXPEIUMENTALRESEARCHONCHN呵ESEVOWELACQUISITIONBYITALIANFOREIGNSTUDENTSADISSERTATIONSUBMITTEDTOTHEGRADUATESCHOOLOFHENANNORMALUNIVERSITYINPARTIALFULFILLMENTOFTHEREQUIREMENTSFORTHEDEGREEOFMASTEROFTEACHINGCHINESETOSPEAKERSOFOTHERLANGUAGESBYXUHAIPENGSUPERVISORPROFCUIYINGXIANMAY2013ABSTRACTMOSTPREVIOUSSTUDIESOFSECONDLANGUAGESPEECHACQUISITIONUSINGCONTRASTIVEANALYSIS，ANDMOSTOFTHEMOFTENSTOPPEDWHENTHEYFINDERRORSTHENCORRECTTHEERRORS，F(xiàn)EWOFTHEMCAREABOUTORDISCUSSTHEREASONWHATANDWHYCAUSETHEINTEDANGUAGEPHONOLOGICALERRORSINAMORESYSTEMATICINDEPTHWAYMOREOVERTHEDOMESTICSCHOLARDIDN’TPAYENOUGHATTENTIONTOTHENEWSECONDLANGUAGEACQUISITIONTHEORYANDTHETHEORYITSELFLACKSOFRELEVANTEMPIRICALRESEARCHINTERLANGUAGESPEECH，WETHINK，DEFINITELYUNDERTHEINFLUENCEOFMOTHERTONGUETRANSFERTHEMOTHERTONGUEINFLUENCEMAKELEARNERSUNABLETODETECTTHEIROWNPHONETICPRONUNCIATIONDEVIATEFROMTHETARGETLANGUAGEASAFUNDAMENTALEXPLORATIONRESEARCH，THISARTICLEADOPTSTHEMETHODOFMATHEMATICALSTATISTICSANDPHONETICACOUSTICEXPERIMENT，TRYTOINVESTIGATEANDANALYZETHEINITIALPHASEINTHEVOWELSYSTEMOFITALIANCHINESEINTEDANGUAGETHISARTICLESUCCESSIVELYADOPTSTHREEMETHODSFIRSTOFALLTOLISTENTOITALIANLEARNERS’PRONUNCIATIONINCHINESESENSEWHICHISASDISCRIMINATEDANALYSIS，ANDTHENTOCALCULATECHINESEVOWELWHICHPRONOUNCEDBYITALYLEARNERSOFACCURACYONMATHEMATICAL，F(xiàn)INALLYTOCALCULATEANDANALYSISTHEDISCRETEDEGREEOFCHINESEVOWELPRONUNCIATIONBYITALIANLEARNERSFINALLYITTURNEDOUTTHAT1LISTENINGTESTRESULTSANDDATACALCULATIONRESULTSDONOTMATCH，THECREDIBILITYBYLISTENINGTOJUDGEHASLIMITATIONS2THEACCURACYOFTHECALCULATIONRESULTSCANVERIFYWHETHERINTERLANGUAGESPEECHCATEGORYCONSTRUCTIONSITUATIONISACCURATEORNOT3THERESULTOFDISCRETERATECANDETECTINTERLANGUAGESPEECHCATEGORYCONSTRUCTIONISBUILTORNOT，HOWISTHESTABILITYOFTHEINTERLANGUAGESPEECHCATEGORYACOUSTICEXPERIMENTSSHOWTHATSOUNDSSIMILARAREREALLYLEARNERSWHOMIXEDSIMILARVOWELILLUSIONSOFTHESURFACESTRUCTURECOMBINEDWITHITALIANANDCHINESEINTHEACQUISITIONOFSIMILARVOWELS，NEGATIVETRANSFEROFTHEMOTHERTONGUEPLAYSALEADINGROLE；THEACQUISITIONOFSIMILARVOWELSISPROBLEMATICTHANTHEORIGINALVOWELSWEBELIEVETHATTHELEARNERSUSETARGETLANGUAGESTANDARDVOICEASAFRAMEOFREFERENCE，COMPAREDWITHTHEOUTPUTWAYOFITSOWN，USINGLISTENINGJUDGMENTTESTOFASECONDLANGUAGESPEECHACQUISITIONISRELATIVELYSIMPLEANDSHALLOⅥ；ITISDIFFICULTTOREVEALTHESTEALTHCHARACTERISTICSOFTHEIII

簡(jiǎn)介：廈門大學(xué)學(xué)位論文原創(chuàng)性聲明本人呈交的學(xué)位論文是本人在導(dǎo)師指導(dǎo)下，獨(dú)立完成的研究成果。本人在論文寫作中參考其他個(gè)人或集體已經(jīng)發(fā)表的研究成果，均在文中以適當(dāng)方式明確標(biāo)明，并符合法律規(guī)范和廈門大學(xué)研究生學(xué)術(shù)活動(dòng)規(guī)范試行。另外，該學(xué)位論文為課題組的研究成果，獲得課題組經(jīng)費(fèi)或?qū)嶒?yàn)室的資助，在實(shí)驗(yàn)室完成。請(qǐng)?jiān)谝陨侠ㄌ?hào)內(nèi)填寫課題或課題組負(fù)責(zé)人或?qū)嶒?yàn)室名稱，未有此項(xiàng)聲明內(nèi)容的，可以不作特別聲明。聲明人簽名椽釤地細(xì)H年11月舊日摘要摘要形容詞重疊是現(xiàn)代漢語語法中的重要問題之一，形容詞重疊的使用可以使語言表達(dá)靈活化、豐富化、感情化。泰語中的形容詞重疊也是一個(gè)很重要的語言現(xiàn)象。本文旨在對(duì)漢泰語形容詞重疊問題進(jìn)行對(duì)比，在二者異同的基礎(chǔ)上對(duì)泰國(guó)學(xué)生漢語形容詞重疊的習(xí)得情況進(jìn)行調(diào)查，分析其偏誤的類型及成因，并提出教學(xué)策略。本文對(duì)漢泰語形容詞重疊式的對(duì)比研究包括漢泰語形容詞重疊的重疊形式對(duì)比、漢泰語形容詞重疊式的語法意義對(duì)比、漢泰語形容詞重疊式的句法功能對(duì)比、漢泰形容詞重疊的語用功能對(duì)比等四個(gè)方面。現(xiàn)代漢語形容詞比較常見的重疊形式共有六種AA式、AABB式、ABAB式、AAB式、ABB式和A里AB式；現(xiàn)代泰語形容詞比較常見的重疊形式共有五種AA式、AABB式、ABAB式、AAB式和A變調(diào)A式。漢泰語形容詞重疊式都可以用來表示形容詞所指某種性質(zhì)的程度的語法意義，它既可能表示程度的加深也可能表示程度的減弱。漢語形容詞重疊式還能表示強(qiáng)調(diào)意義，具有描寫生動(dòng)化的功能。而泰語中的形容詞重疊式還可以表示不確定、命令或某種與基式不同的新的意義。從其句法功能的角度來看，漢語形容詞重疊式能充當(dāng)句子的定語、謂語、狀語、補(bǔ)語、賓語，少部分可以作主語。泰語能充當(dāng)句子的定語、謂語、狀語、少部分可以作主語和補(bǔ)語一漢語形容詞重疊形式可以充當(dāng)賓語，而泰語是不能的。從二者的語用來看，漢語形容詞重疊式的語用功能主要有描述、斷言、祈使、評(píng)議和承諾，而泰語形容詞重疊式的表達(dá)功能主要有描述、斷言和祈使。可以看出，漢語形容詞重疊式的表達(dá)功能比較豐富。本文設(shè)計(jì)了專門針對(duì)泰國(guó)學(xué)生漢語形容詞重疊習(xí)得情況的調(diào)查問卷，對(duì)一百名泰國(guó)學(xué)生進(jìn)行了抽樣調(diào)查，被調(diào)查者來自宋卡王子大學(xué)合艾校區(qū)、宋卡王子大學(xué)普吉校區(qū)和廈門大學(xué)。問卷調(diào)查的測(cè)試內(nèi)容為形容詞重疊問題的不同方面。測(cè)試試卷采用填空題、判斷句子和修改病句三種題目類型，共有五部分。通過調(diào)查問卷發(fā)現(xiàn)泰國(guó)學(xué)生學(xué)習(xí)漢語形容詞重疊式存在很多問題，他們對(duì)形容詞

簡(jiǎn)介：河北大學(xué)碩士學(xué)位論文漢語單音形容詞及留學(xué)生習(xí)得偏誤考察分析姓名馬云靜申請(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)教師郭伏良20080501ABSTRACTABSTRACTITISVERYIMPORTANTFORFOREIGNSTUDENTSTOLEARNMONOSYLLABICADJECTIVESWHENTHEYSTUDYCHINESEB此THEREARESOMANYDIFFERENTIDEASABOUTWHATEXACTLYMONOSYLLABICADJECTIVESAREANDTHEREISLACKOFAANALYZINGMETHODOFCOMPARATIVELYSYSTEMATICANDEASYFOROPERATINGTOEXPLAINSYNTAXFUNCTIONSOFMONOSYLLABICADJECTIVESTHATISADISADVANTAGEOFCARRYINGOUTTHETEACHINGOFCHINESETOFOREIGNERSTOABSOLVETHEQUESTIONTHISPAPERHAVINGBASEDONTHETRAITSOFTCFLTHETEACHINGOFCHINESEASASECONDLANGUAGEANDTHERESULTSTHATHAVEBEENRAISED，STUDIEDTHEMONOSYLLABICADJECTIVESANDTHEERRORSMADEBYFOREIGNSTUDENTSOFTHEM，ANDRAISEDOUROWNPOINTSOFVIEWALONGWITHTHEGRAMMATICALCHARACTERISTICSANDSYNTAXFUNCTIONSITSELFANDDIAGNOSISTHEELLORSMADEBYFOREIGNSTUDENTSFORTHESAKEOFMAKINGFOREIGNSTUDENTSLEARNMONOSYLLABICADJECTIVESSOONERANDBETTER，F(xiàn)ORTHESAKEOFMAKINGEFFICIENCYOFTEACHINGCHINESEASAFOREIGNLANGUAGEANDFURTHERMOREMASTERCHINESE，THEAUTHORHASCOLLECTEDLARGEAMOUNTOFLANGUAGEMATERIALS，ANALYZEDSOMECOMMONPROBLEMSWHICHFOREIGNSTUDENTSUSUALLYHAVE，SUMMARIZEDTHETYPEOFERRORANDDISCUSSEDTHEREASONSOFERRORACCORDINGTOTHERESULTSOFINVESTIGATION，F(xiàn)OREIGNSTUDENTS‘ERRORSREFERREDTOHEREAREDIVIDEDINTOTWOKINDS，WHICHAREOVERTERRORSANDCOVENERRORSTHEOVENONESCANBEDISTINGUISHEDINTHEPHRASES，SENTENCESANDCONTEXTOFTHESEERRORS，SOMEAREABOUTLEXIS，SOMEAREABOUTGRAMMARANDSOMEAREABOUTPRAGMATICSORCULTURETHEREASONSOFERRORINCLUDEMAINLY’INTERFERENCE，OVERGENERALIZATIONEVASIONOFSTRATEGYANDINSUFFICIENCYOFTEACHINGLASTLYBASEDONANALYZINGOFLEARNERS’SPEECHES，WEPRESENTSOMEADVICESONTCFLKEYWORDSTHETEACHINGOFCHINESEASASECONDLANGUAGEMONOSYLLABICADJECTIVETEACHINGSTRATEGYERRORANALYSISII

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簡(jiǎn)介：貴州大學(xué)碩士學(xué)位論文現(xiàn)代漢語“比”字句研究姓名胡斌彬申請(qǐng)學(xué)位級(jí)別碩士專業(yè)漢語言文字學(xué)指導(dǎo)教師宋宣20050501THEMULTIDIMENSIONALRESEARCHINTOTHE“比”STRUCTUREINCONTEMPORARYCHINESESU僵IARYTHEESSAYISBASEDONCONTEMPORARYCHINESE，TAKINGPUTONGHUA，DIALECTANDANCIENTCHINESEASTHEFRAMEWORKANDTHECLUEOFWRITING，ANDGIVESCOMPARATIVELYFULLDESCRIPTIONSANDEXPLANATIONSTOTBE“比”STRUCTUREINTERMSOFSYNTAXSEMANTICSANDPRAGMATICSINPUTONGHUAPART，THEESSAYEXAMINESTHESEMARTLCCONDITIONSANDCLASSIFICATIONSOFTHEEXISTENCEOFCHE‘‘比”STRUCTUREGENERALIZESITSSENTENCEPATTERNS，ANALYSESTHEPRAGMATICALLYGRADUALFUNCTIONS，RHEMRIEALFUNCTIONSANDINFORMATIVEFUNCTIONSOFTHE“比”STRUCTURE，ANDSHOWSTHATTHE“比”SUMCTUREISWIDELYUSEDANDHASTHEVASTDIVERSITIESOFTHEPRAGMATICFUNCTIONSITMAKESACMRLPARISONBETWEENTHETYPICAL“比”SWDCTUREANDTHEVARIETIESOFTHE“比”STRUCTURE，ANDBETWEEN“于”STRUCTUREAND‘‘XWYQ”PAAEMSITALSOANALYSISTHEINFORMATIVEANDTEXTUALFUNCTIONSOFTHEPATTERNSOFTHEVARIETIESPOINTSOUTTHEVARIETIESOFTHE“比”STRUCTUREANDEXPANDSTHESEMINTIECLASSIFICATIONSANDTHEPRAGMATICFUNCTIONSOFTHE“比”STRUCTURETHEREFORE，THE“比”STRUCTUREHASⅥRIDEADAPTABILITYANDCANBEUSEDINDIFFERENTSITUATIONSBUTTHE“子”STRUCTUREEXPRESSINGDEGREECOMPARISONANDTHESTRUCTUREANDPATTERNOF“、釅’INTHE“XWYQ”STRUCTUREARERELATIVELYSIMPLEANDONTYBEUSEDTOEXPRESSTHESIMPLESEMANTICCLASSIFICATIONSANDPRAGMATICFUNCTIONSTLOWEVER，THEYHAVEDIFFERENTRESPECTIVEPRAGMATICVALUESONTHISBASISTHEESSAYEXPLAINSTHEREASONSFORTHE。UNBALANCEOFTHEIRSTATUSINCHINESEHLTHEDIALECTPARTTHEESSAYINVESTIGATESTHERELATIONSHIPBETWEENTHEDIALECTALVARIETIESOFTHE“比”STRUCTUREANDTHE“比”STRUCTUREINPUTONGHUA，ANDTHESTATUSINDEGREECOMPARISONSYSTEMINTHECHINESEDIALECTITSIGNALSTHEREGIONALDISTRIBUTIONOFTHEDIALECTALVARIETIESOFDEGREECOMPARISONSENTENCEINTHECHINESEDIALECTANDITSUNBALANCEINTHETRENDOFEVOLUTIONANDPROVIDESTHOEXPLANATIONSINTHEDIACHMNICPART，THEESSAYFIRSTLYDESCRIBESTHEPMCASSOFTHEDIACHRONICEVOLUTIONANDSTAGESOFTL】E“比”STRUCTURE，SHOWSTHECHARACTERISTICSOFEACHSTAGEINSEMANTICANDSYNTAX，ANDPOINTSOUTTHEMEANINGANDTHELAWOFTHEEVOLUTIONTHENITEXAMINESTHESLAMSANDTHEVARIATIONSOFTHE“比”STRUCTUREINTHEHISTORYOFTHECHINESELANGUAGEANDEXPLAINSTHEREASONFORTHEEVOLUTIONITPOINTSOUTTHEINTERIORGRAMMATICALSTRUCTURESOFTLLE“比”STRUCTURETHEENVIMNMENTOFDEGREECOMPARISONSEUTENCESYSTEM，ANDTHECOORDINATERELATIONSOFTHEEVOLUTIONANDTHERESTRICTIVEMECHANISMSBETWEENEXTERIORFUNCTIONSANDCOGNITIONTHEWRITINGABSORBSANDMAKESFULLUSEOFTHELATESTTHEORIESINCONTEMPORARYLINGUISTICS，SNCHASII

簡(jiǎn)介：摘要本文從漢語和柬埔寨語的語言對(duì)比入手，考察柬埔寨入學(xué)習(xí)和使用漢語趨向補(bǔ)語的結(jié)構(gòu)形式和語法意義的情況，通過對(duì)問卷調(diào)查和柬埔寨語翻澤成漢語的對(duì)比得出的偏誤語料進(jìn)行分類，分析柬埔寨人學(xué)習(xí)漢語趨向補(bǔ)語偏誤產(chǎn)生的原因，針對(duì)所存在的偏誤提出教學(xué)對(duì)策及改善建議。第一部分簡(jiǎn)要介紹了本文緒論的研究的緣起、論文選題意義、研究方法、語料來源和文獻(xiàn)回顧。第二部分從結(jié)構(gòu)形式和語義兩方面對(duì)柬埔寨漢語趨向補(bǔ)語學(xué)習(xí)者進(jìn)行對(duì)比分析從結(jié)構(gòu)形式上，對(duì)比分析漢語和柬埔寨語簡(jiǎn)單趨向補(bǔ)語和復(fù)合趨向補(bǔ)語、以及漢語和柬埔寨語趨向補(bǔ)語的賓語位置的異同點(diǎn)；從語義上，對(duì)比分析漢柬趨向補(bǔ)語方向性的基本意義和引申意義的異同點(diǎn)。第三部分是柬埔寨人學(xué)習(xí)漢語趨向補(bǔ)語偏誤類型分析研究。把柬埔寨學(xué)生在問卷調(diào)查材料和柬埔寨語翻譯成漢語的對(duì)比中出現(xiàn)的偏誤進(jìn)行分類結(jié)構(gòu)上的偏誤主要分為趨向動(dòng)詞“上”、“起”和賓語位置錯(cuò)誤、趨向動(dòng)詞放置的錯(cuò)誤；語義上的偏誤分為引申意義的偏誤、趨向動(dòng)詞的方向性認(rèn)知的偏誤、趨向動(dòng)詞理解的不準(zhǔn)確、趨向動(dòng)詞的濫用和趨向動(dòng)詞的漏用。最后，通過偏誤分類進(jìn)行詳細(xì)的對(duì)比分析柬埔寨學(xué)生出現(xiàn)偏誤的原因。第四部分具體分析柬埔寨人漢語趨向補(bǔ)語偏誤產(chǎn)生的原因母語的干擾、對(duì)目的語知識(shí)的負(fù)遷移及教學(xué)編排和教學(xué)不當(dāng)。最后，對(duì)偏誤產(chǎn)生的原因提出了相應(yīng)的教學(xué)策略。關(guān)鍵詞趨向補(bǔ)語，漢柬對(duì)比，學(xué)習(xí)，偏誤UNDERTHESURVEYSTHEWRITERPRIMARILYCLASSIFIESTHEERRORSOFCAMBODIANSTUDENTWHICHEMERGEDONTHESURVERYSFROMTHEGRAMMATICALSTRUCTURE’SERRORSAREDIVIDEDINTOERRORLOCATIONOF“ON’AND“UP’DIRECTIONALVERBSANDITSOBJECTS，ANDERRORPLACEMENTOFDIRECTIONALVERBANDITSOBJECTSFROMTHE‘IFDIVIDED’NTODIRECTIONALAITIVEERRORSOFSEMATICMEANINGSERRORSAREDIVIDEDINTODIRECTIONALCOGNLUVEDIRECTIONALVERB，INACCURATEUNDERSTANDINGOFDIRECTIONALVERB，ERRORSOFCORRELATIONOFTRANSFERREDMEANINGOFDIRECTIONALVERB，LEAKAGEUSEOFDIRECTIONALVERBANDOVERUSEOFDIRECTIONALVERBAFTERTHAT，F(xiàn)ROMITSERRORSCLASSIFICATIONCONDUCTSTHEDETAILEDCOMPARATIVEANALISISFORCAUSESOFERRORSOFCAMBODIANSTUDENTINPARTFOURTHEWRITERDOESASPECIFICANALISISONROOTCAUSESOFERRORFORCAMBODIANCHINESEDIRECTIONALCOMPLIMENTLEARNERINWHICHMOTHERTONGUEINTERFERENCE，NEGATIVETRANSFEROFTARGETLANGUAGE’SKNOWLEDGE，INAPPROPRIATEOFTEACHINGARRANGEMENTANDTEACHING，F(xiàn)INALLYRESPONDSTOITSCAUSESPROPOSEACORRESPONDINGTEACHINGSTRATEGYKEYWORDSDIRECTIONALCOMPLEMENT，CHINESEANDKHMERCOMPARISION，LEARN，ERROR

簡(jiǎn)介：華東師范大學(xué)碩士學(xué)位論文漢語“了”與越語“ROI”對(duì)比及其偏誤分析姓名阮氏麗娟申請(qǐng)學(xué)位級(jí)別碩士專業(yè)對(duì)外漢語教學(xué)指導(dǎo)教師張建民20080501ABSTRACTTHEWORD‘LE2”ISFREQUENTLYUSEDINCHINESEANDHASMANYUSAGESASFAR硒THEFOREIGNSTUDENTSWHOLEARNCHILL嘲躺CONCERNED‘‘LE2’ISADIFFICULTGRAMMARPOINTFORTHEMWITH1110EXCEPTIONWHENITCOMESTOTHEVIETNAMESESTUDENTSWH既VIETNAMESELEARNERS髑C“L免■THEYMAINLYRELYONTHEIRLANGUAGEELISEINSTEADOFTHEGRAMMARRULESACTUALLYTHERESAWORDINVIETNAMESECALLED‘RBI”BEINGVIEWED笛THECOUNTERPART鷸“LE2”HOWCVELTHESETWOWORDSA他NOTEXACTLYTHESAMEANDTHEDIFFERENCESBETWEENTHEMFLLEHARDTODISTINGUISHSOMETIMESTHEREFORE，EILORSAREEASYTOBEFOUNDWHENVIETNAMESELEARNERSUSE“LE2“BECAUSEOFTHETRANSFEROFTHEIRMOTHERTONGUEANDNOTKNOWINGWELLABOUTTHEUSINGRULESOF“102”THISPAPERTRIESTODOAEONTRASTIVEANALYSISABOUT‘LE2”AND‘R6I”O(jiān)NTHEASPECTSOFGRAMMARMEANINGUSAGEANDFUNCTIONTHENTHEPAPERDISCUSSESWHATCAUSEDTHEEITOISBASEDONTHEEONTRASTIVEANALYSISANDGIVESOMESUGGESTIONSABOUTTHETEACHINGOF“LEA”THEREALESIXCHAPTERSTHEFIRSTCHAPTERTALKSABOUTWHYTHETOPICISCHOSENANDTHEMETHODANDMEANINGOFTHISRESEARCHTHESECONDCHAPTERTALKSABOUTTHERECENTRESEARCHESON‘LE2”AND‘‘擊I”THETHIRDCHAPTERTALI【SABOUTTHEEONTRASTIVEANALYSISRESULTABOUT“LE2”AND‘R8I”FROMTHEASPECTSOFGRAMMARMEANINGUSAGE，ANDFUNCTIONTHERESULTSHOWSTHAT“LEA”AND‘R6I”A∞NOTEXACTLYTHESAMETHEMEANINGOFTHEWORDSANDTHETYPEOFTHESENTENCESSHOULDBECONSIDEREDWHENDECIDINGWHETHERTHETRANSLATIONISNECESSARYORNOTTHEFOURTHCHAPTERTALKSABOUTTHECATEGORIESANDIEAISOIISOFEITOISTHECATEGORIESOFELTOLRSCALLBEDIVIDEDINTOFOURKINDS丸LLLOLREUSE；B1EAKAGEUSE；CBECONFUSEDINTHEUSAGEOF“LE2“ANDSOMEOTHERPATTERNS；B1LSE“LEL”AND“102”INTHEWRONGPLAEOTHEREASONSOFTHESEELTORSMAINLYAREATHEDESCRIPTIONSOFTHEUSAGEOF‘“LE2’’ONTEXTBOOKSARETOOSIMPLE；BTHEUSCOFTHECOMPLEXITYOF“LE’；CTHEINFLUENCEOFSTUDENTS’MOTHERTONGUETHEFIT、DACHAPTERTALKSABOUTTHEANALYSISRESULTOFTEACHINGITSHOWSTHATTHETEACHINGOF“LE2’’HASNOTDRAWNMANYATTENTIONSINVIETNAMLLOWSUGGESTIONSOILTEACHINGANDHOWTOU∞TEXTBOOKSA∞GIVENSBASEDOILTHISRESULTCOMBINED、L，INLTHEANALYSISRESULTOFERRORSTHESIXTHCHAPTERTALKSABOUTTHECONCLUSIONANDDISCUSSESTHEUSAGEOFTHISRESEARCHRESULTINTEACHINGCHINESETOVIETNAMESESTUDENTS鶴WELLKEYWORDSCHINESE“LE2”VIETNAMESE‘‘南I’’EONTRASTIVEANALYSISELTORANALYSIS

簡(jiǎn)介：學(xué)校代碼10724學(xué)號(hào)201420120體演文化教學(xué)法在韓國(guó)高中漢語口語課堂中的應(yīng)用體演文化教學(xué)法在韓國(guó)高中漢語口語課堂中的應(yīng)用作者姓名作者姓名尤美指導(dǎo)教師指導(dǎo)教師張麗娜張麗娜學(xué)科專業(yè)學(xué)科專業(yè)漢語國(guó)際教育漢語國(guó)際教育研究方向研究方向漢語國(guó)際教育漢語國(guó)際教育學(xué)位類型學(xué)位類型專業(yè)學(xué)位專業(yè)學(xué)位20172017年6月本論文由作者尤美同學(xué)在其導(dǎo)師張麗娜教授的指導(dǎo)下撰寫而成。經(jīng)論文答辯委員會(huì)評(píng)審、答辯，該論文達(dá)到漢語國(guó)際教育專業(yè)碩士學(xué)位論文水平。導(dǎo)師答辯主席日期

簡(jiǎn)介：中文摘要中文摘要通過綜合分析國(guó)內(nèi)外學(xué)者對(duì)教學(xué)模式的定義，本文首先對(duì)所要研究的教學(xué)模式的內(nèi)涵進(jìn)行了界定。然后從教學(xué)程序和教學(xué)方法兩方面，分析了對(duì)外漢語教學(xué)領(lǐng)域及相關(guān)領(lǐng)域教學(xué)模式的研究成果，并指出了它們對(duì)本文語法教學(xué)模式構(gòu)建的啟示。進(jìn)而對(duì)中級(jí)階段對(duì)外漢語語法教學(xué)模式的現(xiàn)狀進(jìn)行了分析，指出了其長(zhǎng)處和不足。在繼承這些長(zhǎng)處并借鑒以往各相關(guān)領(lǐng)域教學(xué)模式研究成果的基礎(chǔ)上，針對(duì)當(dāng)前中級(jí)階段對(duì)外漢語語法教學(xué)的不足，提出了以“導(dǎo)綱”為主線的語法教學(xué)模式，并從理論基礎(chǔ)、教學(xué)目標(biāo)、操作程序、實(shí)現(xiàn)條件和評(píng)價(jià)五個(gè)方面，對(duì)該教學(xué)模式進(jìn)行了構(gòu)建。最后給出了該教學(xué)模式的一個(gè)案例，通過對(duì)該教學(xué)模式的實(shí)踐，對(duì)本文提出的中級(jí)階段語法教學(xué)模式做出了客觀評(píng)價(jià)。關(guān)鍵詞對(duì)外漢語；語法教學(xué)；中級(jí)階段；教學(xué)模式；案例目錄F,YN,WI|J11WLL|9II400531IIIILII_IIILIIIIJIIIIJIIIIIIIJI』J目錄中文摘要???????????????????????????????????．IABSTRACT??．????．??．?????????????????????．．．???．??????．II緒論??????????．．．?????．?????????．．．???????．．．．．．．．．．????．?．．．．1第一節(jié)研究背景?????????????????????????．1第二節(jié)研究范圍?????????????????????????．．2第三節(jié)研究目的及意義??????????????????????．3一、研究目的?????????????????????????3二、研究意義?????????????????????????3第四節(jié)研究思路??????????????????????????4第一章文獻(xiàn)綜述及理論探討?????????????????????????。6第一節(jié)國(guó)內(nèi)外學(xué)者對(duì)教學(xué)模式概念的界定??????????????．6一、國(guó)外學(xué)者對(duì)教學(xué)模式的定義?????????????????6二、國(guó)內(nèi)學(xué)者對(duì)教學(xué)模式的定義?????????????????6三、本文對(duì)教學(xué)模式的界定???????????????????．．7第二節(jié)相關(guān)領(lǐng)域?qū)虒W(xué)模式的研究與啟示??????????????．8一、教育學(xué)領(lǐng)域?qū)虒W(xué)模式的研究與啟示?????????????8二、教育心理學(xué)領(lǐng)域?qū)虒W(xué)模式的研究與啟示???????????1O三、第二語言教學(xué)領(lǐng)域?qū)虒W(xué)模式的研究與啟示??????????LL第三節(jié)對(duì)外漢語教學(xué)領(lǐng)域?qū)φZ法教學(xué)模式的研究及啟示????????14一、教學(xué)程序模式的研究????????????????????14二、教學(xué)法模式的研究?????????????????????15三、啟示?????????????????????????????????．．16本章小結(jié)?????????????????????????????L6第二章中級(jí)階段對(duì)外漢語語法教學(xué)模式現(xiàn)狀?????????????????。17第一節(jié)現(xiàn)行中級(jí)階段對(duì)外漢語語法教學(xué)模式?????????????．．17．111．