【摘要】：近來(lái)十幾年間，，對(duì)外漢語(yǔ)教育事業(yè)有了量的積累，達(dá)到了質(zhì)的飛躍，來(lái)我國(guó)學(xué)習(xí)漢語(yǔ)的外國(guó)留學(xué)生逐年增長(zhǎng)，全球出現(xiàn)了學(xué)漢語(yǔ)熱潮。對(duì)外漢語(yǔ)教學(xué)分語(yǔ)音、詞匯、語(yǔ)法、漢字等幾方面的研究，從各個(gè)方面的教學(xué)研究成果來(lái)看，語(yǔ)法研究在數(shù)量上一直都占有很大比重，由此可見(jiàn)語(yǔ)法研究對(duì)對(duì)外漢語(yǔ)教學(xué)的重要程度。述補(bǔ)結(jié)構(gòu)本身就具有很多分類很多爭(zhēng)論，有難以界定的結(jié)構(gòu)類型，國(guó)內(nèi)學(xué)者也各有見(jiàn)解，更增加了述補(bǔ)結(jié)構(gòu)教授的難度，重點(diǎn)和難點(diǎn)不容易把握，而其自身復(fù)雜性促使國(guó)內(nèi)外學(xué)者不停地反思與探索。述補(bǔ)結(jié)構(gòu)的分類多、范圍廣、用法各異、實(shí)踐復(fù)雜，非常大程度的阻礙了教學(xué)發(fā)展。所以在總結(jié)了前人的基礎(chǔ)上，我們要綜合對(duì)外漢語(yǔ)教學(xué)對(duì)英語(yǔ)國(guó)家學(xué)生的重難點(diǎn)，認(rèn)真的重審述補(bǔ)結(jié)構(gòu)系統(tǒng)。本文從第二語(yǔ)言習(xí)得的方向出發(fā)，以在中國(guó)學(xué)習(xí)漢語(yǔ)的英語(yǔ)國(guó)家留學(xué)生為研究對(duì)象，著重討論述補(bǔ)結(jié)構(gòu)在對(duì)英語(yǔ)國(guó)家留學(xué)生教授理論，通過(guò)理論結(jié)合實(shí)踐，從實(shí)踐中發(fā)現(xiàn)述補(bǔ)結(jié)構(gòu)教學(xué)中的問(wèn)題，并運(yùn)用對(duì)外漢語(yǔ)教學(xué)理論的原則和方法，尋求述補(bǔ)結(jié)構(gòu)教學(xué)的創(chuàng)新性思維和辦法，提高學(xué)習(xí)興趣，加速學(xué)習(xí)效率，從而能夠更高效的應(yīng)用和推廣對(duì)外漢語(yǔ)教學(xué)。 第一章是緒論部分，主要闡述了本文的研究目的與意義，本文的研究方法，以及前人對(duì)述補(bǔ)結(jié)構(gòu)的研究文獻(xiàn)綜述。 第二章是漢英補(bǔ)語(yǔ)系統(tǒng)對(duì)比，分別從概念上、補(bǔ)語(yǔ)成分上、補(bǔ)語(yǔ)結(jié)構(gòu)基本類型三個(gè)方面比較分析出漢英述補(bǔ)結(jié)構(gòu)的異同。 第三章是漢語(yǔ)述補(bǔ)結(jié)構(gòu)的教學(xué)分類，針對(duì)六大述補(bǔ)結(jié)構(gòu)，通過(guò)對(duì)比教材中對(duì)補(bǔ)語(yǔ)的定義，了解漢語(yǔ)述補(bǔ)結(jié)構(gòu)，再使用漢英對(duì)比話語(yǔ)分析的方法找到漢語(yǔ)述補(bǔ)結(jié)構(gòu)在英語(yǔ)中的表現(xiàn)形式。 第四章是對(duì)述補(bǔ)結(jié)構(gòu)的調(diào)查分析，通過(guò)調(diào)查問(wèn)卷的結(jié)果分析六大補(bǔ)語(yǔ)結(jié)構(gòu)出現(xiàn)的誤用，包括述補(bǔ)結(jié)構(gòu)的遺漏、述補(bǔ)結(jié)構(gòu)的錯(cuò)序以及述補(bǔ)結(jié)構(gòu)的誤代。 第五章主要闡述對(duì)英語(yǔ)國(guó)家留學(xué)生漢語(yǔ)述補(bǔ)結(jié)構(gòu)教學(xué)的建議，在漢語(yǔ)述補(bǔ)結(jié)構(gòu)教學(xué)過(guò)程中要合理編排述補(bǔ)結(jié)構(gòu)的教學(xué)順序，還有加強(qiáng)對(duì)比話語(yǔ)分析手段，讓英語(yǔ)國(guó)家留學(xué)生更好地學(xué)習(xí)漢語(yǔ)述補(bǔ)結(jié)構(gòu)。
[Abstract]:In recent years, the cause of Chinese as a foreign language has accumulated a lot and achieved a qualitative leap. The number of foreign students coming to China to study Chinese has increased year by year, and the upsurge of learning Chinese has appeared all over the world. Teaching Chinese as a foreign language is divided into several aspects, such as pronunciation, vocabulary, grammar, Chinese characters and so on. From the results of teaching research in various fields, grammatical research has always occupied a large proportion in terms of quantity. This shows the importance of grammar research in teaching Chinese as a foreign language. The structure itself has many classifications and many arguments, and there are structural types that are difficult to define. Domestic scholars also have their own opinions, which makes it more difficult for professors to talk and complement the structure, and the key points and difficulties are not easy to grasp. And its own complexity impels domestic and foreign scholars to constantly reflect and explore. There are many categories, wide range, different usage and complicated practice, which hinders the development of teaching to a great extent. Therefore, on the basis of summing up the predecessors, we should synthesize the difficulties of teaching Chinese as a foreign language to the students of English-speaking countries, and carefully review the system of narration and complement structure. Starting from the direction of second language acquisition, this paper focuses on the study of foreign students from English-speaking countries who are studying Chinese in China, and focuses on the theory of teaching foreign students in English-speaking countries through the combination of theory and practice. This paper finds out the problems in the teaching of narration and complement structure from practice, and applies the principles and methods of the theory of teaching Chinese as a foreign language to seek the innovative thinking and methods in the teaching of the structure of narration and complement, so as to improve the interest in learning and accelerate the learning efficiency. In order to more efficient application and promotion of teaching Chinese as a foreign language. The first chapter is the introduction part, which mainly expounds the purpose and significance of this paper, the research methods of this paper, and the literature review of the former research on the structure of narration and complement. The second chapter is the comparison of Chinese and English complement system, which compares and analyzes the similarities and differences between Chinese and English from three aspects: concept, complement component and basic type of complement structure. The third chapter is the teaching classification of the Chinese predicate complement structure. In view of the six major narration complement structures, by comparing the definition of complement in the textbook, we can understand the Chinese narration complement structure. Then we use the Chinese-English contrastive discourse analysis method to find out the expression of Chinese predicate complement structure in English. The fourth chapter is the investigation and analysis of the structure of the complement, through the results of the questionnaire analysis of the six major complement structures appear misuse, including the omissions of the structure of the complement, the wrong order of the structure of the complement and the wrong generation of the structure. The fifth chapter mainly expounds the suggestions on the teaching of Chinese narration and complement structure for foreign students from English-speaking countries. In the teaching process of Chinese narration and complement structure, the teaching order of the structure should be arranged reasonably, and the means of comparative discourse analysis should be strengthened. Let students from English-speaking countries learn Chinese sentence complement structure better.
【學(xué)位授予單位】：遼寧師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2014
【分類號(hào)】：H195.3

【參考文獻(xiàn)】

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本文編號(hào)：2429380