本文選題：漢語國際教育　切入點：“能”　出處：《南昌大學》2014年碩士論文

【摘要】：隨著中國經濟和國際地位的迅速增長與提升，世界范圍內學習漢語的熱情持續(xù)升溫，“漢語熱”已成為全球語言交際系統(tǒng)中的一種普遍現象。近年來，中國以外學習漢語的人數增長很快，這也對我們的漢語教育推廣事業(yè)提出了新的挑戰(zhàn)，如何幫助留學生更快更好的掌握漢語，是我們學習與研究的重中之重。 本文著眼于“能”與“can”的對比研究及教學策略。漢語能愿動詞與英語的情態(tài)動詞在含義與用法上有著很多相似之處，但又存在著一些差別。這使得留學生在學習能愿動詞的過程中存在著比較大的難度�！澳堋弊鳛樾翲SK考試大綱中的高頻詞，也是漢語交際中的常用詞，，在漢語詞匯學習中顯得尤為重要。將它與“can”進行對比研究和偏誤分析能夠更好地幫助留學生理解“能”的用法，并且分辨其不同之處，增強母語的正遷移，減小負遷移。
[Abstract]:With the rapid growth and promotion of China's economy and international status, the enthusiasm for learning Chinese continues to heat up worldwide, and "Chinese craze" has become a universal phenomenon in the global language communication system.In recent years, the number of Chinese learners outside China has increased rapidly, which has also posed a new challenge to our Chinese education and promotion. How to help foreign students to master Chinese faster and better is the top priority of our study and research.This paper focuses on the contrastive study and teaching strategies of "Neng" and "can".There are many similarities between modal verbs in Chinese and modal verbs in English, but there are some differences between them.This makes it more difficult for foreign students to learn the verb.As a high frequency word in the new HSK examination outline, "can" is also a common word in Chinese communication, which is especially important in Chinese vocabulary learning.Comparing it with "can" and analyzing errors can help foreign students understand the usage of "can" better, distinguish its differences, strengthen the positive transfer of their mother tongue, and reduce the negative transfer.
【學位授予單位】：南昌大學
【學位級別】：碩士
【學位授予年份】：2014
【分類號】：H195

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1 劉若男;;語言遷移對漢語作為第二語言學習的影響[J];齊齊哈爾師范高等�？茖W校學報;2011年03期

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