| 在对外汉语教授教养中，若何让留先生很好地进修汉语实词“了”一向都是让教员头疼的工作，由于“了”是留先生进修的一年夜困难。“了”在汉语中的用法相当的庞杂，用好“了”也是相当不轻易的，这也就确立了它在对外汉语教授教养中老迈难的位置。在汉语本体研究中有关“了”的分类、语法意义、句法功效等诸多成绩的研究一向备受注视，固然“了”的研究曾经有许多年的汗青，对于“了”的研究也包括了多个角度，多个方位，在曩昔这些年也有一些明显的结果，然则真正具有冲破意义的却很少，乃至到如今对于什么时候运用“了”这个成绩还在困扰着我们。因为可以发生“了”的偏误的句子类型太多，又没有适合的前提可以将这些句子划分归类，所以就显得比拟凌乱，先生教起来费力，先生学起来费劲。所以研究总结“了”的偏误类型，韩语论文，针对偏误类型提出教授教养战略是很有需要的。在对外汉语教授教养研究中，韩语论文，针对母语是韩语、日语、英语这三个语种的研究比拟多，针对俄语的研究绝对要少一些。对于“了”的偏误研究，针对母语是俄语的留先生比母语是韩、日、英这三个语种的留先生也要少量多，这就使对俄罗斯留先生“了”的教授教养少了很多参考材料和文献，俄罗斯留先生学好“了”能够就要比母语是韩、日、英这三个语种的留先生艰苦。跟着进修汉语的俄罗斯留先生数目的赓续增多，我们也愈来愈须要有关俄罗斯留先生习得“了”的偏误研究文献。本文在俄罗斯留先生的赞助下完成查询拜访问卷的搜集，起首以查询拜访问卷为基本总结俄罗斯留先生在运用“了”时发生的偏误类型，包含“了”的误加与漏掉，“了”的错序成绩，和在一些固定句式中“了”的运用成绩等等，然后归结问卷中和各个例句发生偏误的缘由，最初依据这些类型和缘由提出了重视汉俄语际比较教授教养、重视以外交为目标的语境教授教养、增强语义教授教养及语感的造就、重视各类教室教授教养情势的联合与应用等四条建议和战略，愿望能对俄罗斯留先生“了”的教授教养起到必定的赞助感化，削减俄罗斯先生运用“了”的偏误。 Abstract: In the teaching of Chinese as a foreign language, how to let leave Mr. good learning Chinese content words "" has always been a headache for teachers, because "the" is a big difficult problem that left MR study. "" in Chinese usage quite complex, use "the" is also very not easy of, it also established the position of it in the teaching of Chinese as a foreign language old difficult. Many achievements in the research of Chinese ontology about the classification, grammatical meaning, syntactic function research has always been closely watched, of course, "the" research has had many years of history, a research also includes multiple angle and multiple range. In the past these years also has some obvious results, but with real significance to break through the rarely, and even up to now about what time application "" this result still haunt us. Because can "" too many of the errors of sentence types, and no suitable premise can be these sentences classified, so it is relatively messy, taught by Mr. harder, sir, it is strenuous. The type of error so the research summarized the types of errors, according to proposed teaching strategy is very necessary. In foreign language teaching and research, to mother is Korean, Japanese and English the language study comparing more, research on Russian absolute to less. A bias research, for the native language is Russian left Mr. than native speakers is South Korea, Japan, Britain and the three languages leave Mr. to smaller, which makes the Russian left, "" teaching less many reference materials and literature, Russian Mr. learn "" could be the than native speakers is South Korea, Japan, Britain and the three language students studying hard. Follow learning Chinese Russian left Mr. number of continuously increasing, we increasingly need about Russian Mr. acquisition errors in the research literature. This paper is completed in the Russian students under the sponsorship survey questionnaires, first of all to the questionnaire as the basic summary of the types of errors in Russian students application "takes place, including" the "error and missing," "the wrong order of performance, and in some fixed sentence". The application results and so on, and then summed up the various examples and questionnaire causes errors, on the basis of the original type and cause the attention to the Chinese and Russian teaching, pay more attention to the comparison of interlingual diplomacy for the target context teaching, enhance teaching and create a sense of meaning, and the use of various types of joint attention to the classroom teaching situation. Four suggestions and strategies to keep Russia's "desire" teaching plays a role of the sponsor must cut Russia, "the" Mr. application error. 目录: |
