【摘要】：“是”字句是一種使用率極高的句式,“是”字句的分類、用法也極為復(fù)雜。所以筆者以肯尼亞漢語學(xué)習(xí)者為研究對(duì)象,以“是”字句為研究點(diǎn),根據(jù)中介語理論和第二語言習(xí)得難度等級(jí)模式,運(yùn)用對(duì)比分析、偏誤分析等方法,通過問卷調(diào)查及筆者日常教學(xué)中搜集到的偏誤語料,對(duì)肯尼亞漢語學(xué)習(xí)者在學(xué)習(xí)“是”字句時(shí)出現(xiàn)的偏誤類型、偏誤原因、教學(xué)對(duì)策等進(jìn)行分析和探討,希望本論文能對(duì)今后肯尼亞對(duì)外漢語教學(xué),特別是“是”字句的教學(xué)有所幫助。 本文共分為七個(gè)部分： 引言部分從選題背景及意義、研究價(jià)值、肯尼亞對(duì)外漢語教學(xué)現(xiàn)狀等方面進(jìn)行論述,闡述“是”字句在肯尼亞對(duì)外漢語教學(xué)中的重要性。第一章總結(jié)了目前語法學(xué)界和對(duì)外漢語學(xué)界對(duì)“是”字句的研究現(xiàn)狀,另外,作者也從對(duì)外漢語教學(xué)角度提出了目前研究的不足之處。第二章說明本文對(duì)“是”字句的界定,概括“是”字句的語法功能和詞性,限定本文的研究范圍。第三章為本論文問卷調(diào)查情況,并對(duì)得出的數(shù)據(jù)進(jìn)行簡要的總結(jié)。第四章依據(jù)問卷數(shù)據(jù)及日常教學(xué)中搜集到的偏誤語料,分析不同類型偏誤的表現(xiàn)形式、形成原因及教學(xué)對(duì)策。第五章依據(jù)筆者教學(xué)使用的教材,以課為單位例舉學(xué)生可能出現(xiàn)的偏誤,并做簡要分析。第六章從宏觀層面提出目前肯尼亞對(duì)外漢語教學(xué)存在的問題,并提出教學(xué)對(duì)策。第七章為結(jié)論,總結(jié)本論文的主要內(nèi)容,也說明本文的不足之處。
[Abstract]:"Yes" is a kind of sentence pattern with high usage, and the classification and usage of "yes" is also very complex. Therefore, the author takes Kenyan Chinese learners as the object of study, "Yes" sentence as the research point, according to the interlanguage theory and the second language acquisition difficulty level model, using contrastive analysis, error analysis and other methods. Based on the questionnaire survey and the data collected by the author in daily teaching, this paper analyzes and discusses the types of errors, the causes of errors and the teaching strategies of Kenyan Chinese learners in learning the "Shi" sentence, and so on, and makes an analysis and discussion on the types of errors, the reasons for the errors, and the teaching countermeasures. I hope this paper can help Kenya to teach Chinese as a foreign language in the future, especially the teaching of sentence. This paper is divided into seven parts: the introduction discusses the background and significance of the topic, the value of the research, the current situation of Kenyan Chinese teaching as a foreign language, and expounds the importance of the "Yes" sentence in Kenya's teaching of Chinese as a foreign language. The first chapter summarizes the current research status of "Yes" in grammar and Chinese as a foreign language. In addition, the author also puts forward the shortcomings of the present research from the perspective of teaching Chinese as a foreign language. The second chapter explains the definition of "Shi" sentence, generalizes the grammatical function and part of speech of "Shi" sentence, and limits the research scope of this paper. The third chapter is the survey of this paper, and a brief summary of the data obtained. In the fourth chapter, according to the questionnaire data and the data collected in daily teaching, the author analyzes the forms, causes and teaching countermeasures of different types of errors. In the fifth chapter, according to the teaching materials used by the author, the author enumerates the possible errors of the students according to the class, and makes a brief analysis. The sixth chapter puts forward the problems existing in the teaching of Kenyan Chinese as a foreign language from the macro-level, and puts forward the teaching countermeasures. The seventh chapter is the conclusion, summarizes the main content of this paper, also explains the shortcomings of this paper.
【學(xué)位授予單位】：蘭州大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類號(hào)】：H195.3

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本文編號(hào)：2443116