發(fā)布時(shí)間：2019-06-29 21:26

【摘要】：雖然肯尼亞是多語言國(guó)家,但是肯尼亞政府要求每個(gè)人都要學(xué)習(xí)斯瓦希里語和英語,因而這兩種語言是肯尼亞人日常生活中使用最廣泛的語言。在漢語復(fù)句學(xué)習(xí)中,以“只有……才……”和“只要……就……”為典型句式的條件復(fù)句,在書面語和口語中都是常見的類型,屬于高使用頻率的語言點(diǎn),是漢語學(xué)習(xí)的難點(diǎn)之一。本文將主要研究斯瓦希里語和漢語條件復(fù)句的對(duì)比和偏誤。本文主要內(nèi)容包括:第一章介紹研究背景、目的,文獻(xiàn)綜述及研究方法及思路。第二章分別介紹漢語和斯瓦希里語條件復(fù)句的分類、表達(dá)方式及特點(diǎn),并簡(jiǎn)要分析兩種語言條件復(fù)句的區(qū)別。第三章以問卷方式調(diào)查肯尼亞學(xué)生,使用“只有……才……”和“只要……就……”這兩個(gè)典型條件復(fù)句句式的情況,包括學(xué)生對(duì)意義的理解和句法的運(yùn)用。通過統(tǒng)計(jì)數(shù)據(jù),分析偏誤類型和原因。第四章從上一章分析出偏誤出現(xiàn)的原因出發(fā),探討了在肯尼亞針對(duì)學(xué)生斯瓦希里語的語言背景下,從教學(xué)內(nèi)容、教學(xué)方法、教材和教師四個(gè)角度出發(fā),漢語條件復(fù)句教學(xué)可以改進(jìn)的策略。結(jié)語指出,漢語國(guó)際教育事業(yè)近十年在非洲迅速發(fā)展,而斯瓦希里語在肯尼亞乃至整個(gè)非洲都廣泛使用,因此希望本文對(duì)于有斯瓦希里語背景的漢語學(xué)習(xí)者都有一定幫助,對(duì)于在非洲開展?jié)h語教學(xué)的教師也有借鑒意義。
[Abstract]:Although Kenya is a multilingual country, the Kenyan government requires everyone to learn Kiswahili and English, so these two languages are the most widely used languages in Kenyan daily life. In the study of Chinese complex sentences, only. Just. " And "as long as. Just. " Conditional complex sentences, which are typical sentence patterns, are common types in both written and spoken languages. They belong to language points with high frequency of use and are one of the difficulties in Chinese learning. This paper will mainly study the contrast and error between Kiswahili and Chinese conditional complex sentences. The main contents of this paper are as follows: the first chapter introduces the research background, purpose, literature review, research methods and ideas. The second chapter introduces the classification, expression and characteristics of Chinese and Kiswahili conditional complex sentences, and briefly analyzes the differences between the two language conditional complex sentences. The third chapter surveys Kenyan students by questionnaire, using only. Just. " And "as long as. Just. " These two typical conditional complex sentence patterns include students' understanding of meaning and syntactic use. Through statistical data, the types and causes of errors are analyzed. The fourth chapter analyzes the causes of errors from the previous chapter, and discusses the strategies that can be improved in the teaching of Chinese conditional complex sentences from the four angles of teaching content, teaching methods, teaching materials and teachers under the background of Kiswahili language in Kenya. The conclusion points out that Chinese international education has developed rapidly in Africa in the past ten years, and Kiswahili is widely used in Kenya and even in Africa as a whole. Therefore, it is hoped that this paper will be helpful to Chinese learners with Kiswahili background and can also be used for reference by teachers who carry out Chinese teaching in Africa.
【學(xué)位授予單位】：天津師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：H195.3

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