本文關(guān)鍵詞：對(duì)外漢語(yǔ)“被…所”結(jié)構(gòu)教學(xué)研究　出處：《揚(yáng)州大學(xué)》2013年碩士論文　論文類(lèi)型：學(xué)位論文

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【摘要】：“被…所”是現(xiàn)代漢語(yǔ)被動(dòng)式的一種特殊結(jié)構(gòu),與典型“被”字句既有共性,也有差異性。在對(duì)外漢語(yǔ)教學(xué)中,留學(xué)生在學(xué)習(xí)的過(guò)程中也往往會(huì)遇到一些新的問(wèn)題,這些問(wèn)題的存在,往往會(huì)影響到他們對(duì)該結(jié)構(gòu)的掌握與使用。因此,本文著眼于對(duì)對(duì)外漢語(yǔ)中“被…所”結(jié)構(gòu)展開(kāi)研究,以期幫助留學(xué)生解決在學(xué)習(xí)中遇到的相關(guān)問(wèn)題。 通過(guò)對(duì)本族語(yǔ)料統(tǒng)計(jì),我們發(fā)現(xiàn)“被…所”結(jié)構(gòu)的動(dòng)詞的語(yǔ)義集中于影響、聽(tīng)從、證明、拋棄、控制、取代、動(dòng)補(bǔ)、認(rèn)識(shí)、欺騙、覆蓋這幾個(gè)方面,結(jié)合HSK詞匯等級(jí)大綱,我們繪制了動(dòng)詞語(yǔ)義類(lèi)歸表。 對(duì)留學(xué)生動(dòng)態(tài)作文語(yǔ)料庫(kù)的統(tǒng)計(jì)分析,發(fā)現(xiàn)留學(xué)生在掌握“被…所”這一結(jié)構(gòu)時(shí),問(wèn)題集中表現(xiàn)為使用率低,這不僅與語(yǔ)言結(jié)構(gòu)本身的認(rèn)知難度緊密相關(guān),更與學(xué)生的交際需求、已學(xué)知識(shí)的前攝抑制及學(xué)習(xí)環(huán)境分不開(kāi)；同時(shí)也發(fā)現(xiàn)亞洲國(guó)家的學(xué)生對(duì)這一結(jié)構(gòu)的掌握優(yōu)于其他國(guó)家。 對(duì)四套漢語(yǔ)教材的對(duì)比發(fā)現(xiàn),教材在編寫(xiě)過(guò)程中,對(duì)“被…所”結(jié)構(gòu)的重視程度還不夠,在此基礎(chǔ)上,我們主要從注釋、例句、習(xí)題設(shè)置幾個(gè)方面對(duì)教材的編寫(xiě)提出了一些建議。為了能夠更有效地教學(xué)“被…所”結(jié)構(gòu),我們?cè)噲D結(jié)合語(yǔ)塊理論,幫助學(xué)生樹(shù)立語(yǔ)塊意識(shí),通過(guò)整體識(shí)記的方法提高學(xué)生的學(xué)習(xí)效率。
[Abstract]:"Be... What is a kind of special structure of modern Chinese passive, with typical "Bei" is not only common, but also has the difference. In foreign language teaching, students in the learning process will often encounter some new problems, these problems often affect their mastery of the structure and use. Therefore, this paper focuses on the Chinese "... The structure is studied in order to help the students to solve the related problems encountered in their study.
Through the statistics of the native language, we find that "is..." The meaning of verbs in the structure is focused on influence, obedient, proof, abandonment, control, substitution, dynamic complement, cognition, deception and coverage. Combined with the HSK vocabulary level outline, we draw the verb semantic category table.
The statistical analysis of the dynamic composition corpus of foreign students found that the foreign students were in the mastery of "by..." "This problem is concentrated on structure, low utilization rate, which not only with the cognitive difficulty of language structure itself is closely related with the communicative needs of the students, have knowledge of the proactive inhibition and learning environment are inseparable; also found that Asian students for this structure is better than that of other countries to master.
The comparison of the four sets of Chinese textbooks found that the textbook was written in the process of "being..." The importance of "structure" is not enough. On this basis, we put forward some suggestions on the compilation of textbooks from aspects of annotation, example sentences and exercises setting. In order to be able to teach effectively, The "structure, we try to combine the chunk theory, help students establish the awareness of chunks, improve students' learning efficiency through the method of whole memory.

【學(xué)位授予單位】：揚(yáng)州大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類(lèi)號(hào)】：H195

【參考文獻(xiàn)】

相關(guān)期刊論文 前4條

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本文編號(hào)：1391720