本文選題：結(jié)構(gòu)助詞“的”、“地”、“得” + 對外漢語�。� 參考：《吉林大學(xué)》2013年碩士論文

【摘要】：結(jié)構(gòu)助詞“的”、“地”、“得”是漢語中經(jīng)常使用的詞，關(guān)于它們在實(shí)際應(yīng)用中的分合問題，學(xué)界歷來存在爭議，這個(gè)問題關(guān)系到漢字書寫的規(guī)范問題，還涉及到語法的前后搭配問題。針對這樣的情況，本文在前輩們對結(jié)構(gòu)助詞“的”、“地”、“得”的系統(tǒng)研究基礎(chǔ)上，為它們做出更加細(xì)致的分析，從多個(gè)方面進(jìn)行總結(jié)以觀察三者在實(shí)際教學(xué)中，是否可以讓學(xué)生逐漸掌握用法。希望能給外國學(xué)生一些學(xué)習(xí)上的幫助，也給對外漢語教師在結(jié)構(gòu)助詞教學(xué)方面一點(diǎn)啟示。 緒論部分說明了選題意義，簡單介紹了結(jié)構(gòu)助詞現(xiàn)在的使用情況。 第二部分從分、合兩個(gè)方面總結(jié)前人對結(jié)構(gòu)助詞使用的意見，前人的研究成果無疑是我們做進(jìn)一步研究的強(qiáng)大理論支持。 第三部分從多方面，對結(jié)構(gòu)助詞“的”、“地”、“得”的用法進(jìn)行整理，以觀察使用規(guī)律。 第四部分，結(jié)合筆者在泰國教學(xué)一年搜集的泰國學(xué)生在結(jié)構(gòu)助詞的使用方面的偏誤，選取泰國曼谷樂德納可信皇家理工大學(xué)中文系三年級和四年級的大學(xué)生為研究對象，采用問卷調(diào)查的方式考察他們在學(xué)習(xí)中出現(xiàn)的問題，從各個(gè)方面分析偏誤的類型和成因。在分析過程中以第二語言習(xí)得理論、偏誤分析相關(guān)基本理論以及中介語理論作為理論支持。 第五部分，提出對外漢語教學(xué)過程中結(jié)構(gòu)助詞“的”、“地”、“得”的教法，對教材和練習(xí)的編寫設(shè)計(jì)以及實(shí)際課堂的教學(xué)方法提出一些實(shí)用性建議。 第六部分，通過學(xué)生的掌握情況側(cè)面探討三字合并的可能性，，并闡述文章的不足之處。
[Abstract]:The structural auxiliary words "," "place" and "de" are often used in Chinese. There has always been a dispute in academic circles about their practical application, which is related to the standardization of Chinese character writing. It also involves the problem of grammar before and after collocation. In view of this situation, based on the systematic study of the structural auxiliary words "," "ground" and "de", this paper makes a more detailed analysis for them and summarizes them from many aspects to observe the three in actual teaching. Whether students can gradually master the usage. I hope to give some help to foreign students in learning, but also to TCFL teachers in the teaching of structural auxiliary words a little enlightenment. The introduction explains the significance of the topic and briefly introduces the current use of structural auxiliary words. The second part summarizes the former opinions on the use of structural auxiliary words from two aspects. The former research results are undoubtedly strong theoretical support for our further research. In the third part, the usage of the structural auxiliary words "," "place" and "de" is arranged from many aspects to observe the rules of use. The fourth part, combined with the errors in the use of structural auxiliary words collected by Thai students in Thailand for one year of teaching, selects the third and fourth grade students of the Chinese Department of trusted Royal Polytechnic University of Ledna, Bangkok, Thailand as the research objects. The problems in their study were investigated by questionnaire, and the types and causes of errors were analyzed from various aspects. In the process of analysis, the theory of second language acquisition (SLA), the basic theory of bias analysis and the theory of interlanguage are used as theoretical support. In the fifth part, the author puts forward the teaching methods of the structural auxiliary words "", "place" and "get" in the process of teaching Chinese as a foreign language, and puts forward some practical suggestions for the compilation and design of teaching materials and exercises as well as the practical teaching methods in class. The sixth part discusses the possibility of three-character amalgamation through the students' mastering situation, and expounds the deficiency of the article.
【學(xué)位授予單位】：吉林大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2013
【分類號】：H195.3

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