| 在汉语中,一个简略的语素却能够有许多判然不同的用法,这就是汉语的奥妙的地方。对于汉语为母语的人来讲,说话是一种习气,以可以控制其奇妙为荣。但是,对于母语非汉语的进修者来讲,只因一个语素地位的变更便使自得义由此转变,这是极端烦恼的一件事。笔者于2012年5月至2013年1月在年夜连工业年夜学国际教导学院练习,担任低级白话、中级浏览、高等白话、HSK指点和俄罗斯短时间班的教授教养。在此时代,笔者发明,不管哪一个级其余先生,在运用“多”这一语素时,经常发生偏误。为了可以或许精确控制先生运用“多”时发生的偏误,笔者拔取高等班的9名韩国粹生作为研究对象,运用描写性个案研究、个人性个案研究、多案例个案研究的研究办法,对汉语语素“多”停止个案研究。本研究由四部门构成：绪论部门笔者起首论述本研究的研究配景和研究意义；其次,笔者整顿后人的相干研究结果并加以评述；再次,笔者明白指出研究的实际根据；最初笔者对研究对象予以引见。绪论是对本研究的整顿计划,以期全部研究有理有据。第一章“多”的多角度研究。起首,笔者将语素“多”在诸多专业文献作品中的各项用法予以归结总结；其次,依据归结总结的成果猜测习得者运用该语素能够涌现的偏误情形。本章以汉语本体研究为基本,提出研究假定,以期研究无方向有预期。第二章个案研究。本章触及实行研究的全进程。包含语料搜集、语料整顿、语料剖析、研究成果。经由过程研究笔者发明以下四个用法进修者涌现偏误较多：1.表现数目年夜；2.“多”做补语(形/多/了；形/得/多)；3.表达“超越原本的或应有的数目或限制”；4.多/“事、话、心、嘴”。第三章教授教养对策。针对第二章的研究结论笔者自编课文以便进修者稳固各项用法,同时设计教室教案便利教授教养者往后运用。偏误非毛病,提出针对偏误成绩的教授教养对策对于说话教授教养具有积极感化,这也是本章写作的主要缘由。第四章结语。结语部门笔者强调研究所得成果,论述研究特点和缺乏。 Abstract: In Chinese, a simple morpheme can have many entirely different usage, this is the Chinese secret place. About the Chinese people, speaking is a kind of habit, which can control the wonderful honor. However, a non-native Chinese learning in terms of, just because a morpheme position changes the complacent this change, this is extreme trouble thing. The in January 5, 2012 to 2013 in big even industry in University International Institute of education practice, as a low-level vernacular, intermediate browsing, higher vernacular Chinese, HSK guidance and Russia for a short period of time class teaching. In this era, the invention, regardless of which one level the rest sir, in the application of the word "more", frequent errors. To perhaps precise control of "Mr." occurs when the errors, the author select the higher class of nine Korea students as the research object, application description of case studies and individual case study and case study research methods, of Chinese Morpheme "" stop case studies. This research includes four parts: the preface, the author first discusses the research of the research background and the significance of the research; secondly, descendants of the rectifying the relevant research results and comment; again, I understand that the research of the theory on which it is based. The author first research object to be introduced. The introduction of the consolidation plan, in order to study all reasonable. Multi angle study the first chapter "". First of all, the author will use the morpheme "many" in many professional literature are summarized; secondly, on the basis of the results summarized the application of the morpheme acquisition speculation can emerge the error situation. This chapter takes the Chinese ontology as the basic research, put forward research assumptions, research direction is expected to. The second chapter studies the case. This chapter touches the whole process to implement research. Including data collection, data analysis, data rectification, research. Through research the author found the following four usage learners emerged a lot of errors: 1. The number of the eve of the; 2. "As complement (- / /, / /); 3. The expression" beyond the original or its number or limit "; 4. /" things, then, the heart, the mouth. " The third chapter teaching countermeasures. In the second chapter the author made the research conclusion to learning the stable usage, while the design of classroom teaching teaching were later used to facilitate. Non error problems, put forward teaching strategies of error scores on speaking teaching has a positive role, which is the main reason of this chapter. The fourth chapter is the conclusion. The author emphasizes the results of research department, discusses the characteristics and the lack of research. 目录: |
