| 比较说话学是说话学的一个新兴分支,与传统的比拟说话学有着密弗成分的关系。后者侧重对亲缘说话之间的类似点停止研究,前者则着眼于非亲缘说话之间的差别研究。从其研究对象不好看出,比较说话学对翻译、辞书的编辑,特别是说话教授教养,在实际和理论两个方面发生积极意义。国际的英汉语比较说话学作品已汗牛充栋,然则对法汉两语停止比较研究的作品却尚付阙如,普通只能找到山西年夜学贾秀英先生所著汉法说话比较与应用。在说话教授教养实际中,说话迁徙景象早已为人所熟知。所谓说话迁徙,是指进修者在控制一门说话今后进修新的说话时,已控制说话对进修者进修新说话的作用。这类作用有时会对进修者的进修有益,有时则不是。普通有益的作用被称为正迁徙,不然则是负迁徙。运用正迁徙,防止负迁徙是说话教授教养中的一种指点思惟。雷同母语的先生在进修统一种外语时,常常会涌现绝对集中的所谓“典范毛病”,无疑,这类毛病中的年夜部门是由母语对外语的负迁徙惹起的。所以,若何在外语教授教养中将负迁徙降到最低,是一个很值得研究的成绩。鉴于法汉两语在语源关系上相去甚远,加上中国粹习法语的人很多天益增长,先生中反应法语难学的声响也不停于耳。能否用比较说话学和说话迁徙实际来评论辩论对中国人的法语教授教养是一个值得卖力斟酌的成绩。然则囿于篇幅、时光和对法汉两种说话的认知程度,我们没法将法汉两种说话的说话差别一一睁开停止评论辩论。法语人称代词是中国粹生,特别是基本阶段的先生,最觉得头疼的成绩之一,我们便以此为切入点,剖析中国粹生进修法语人称代词的艰苦。全文包括三章。第一章对比较说话学的基本实际停止论述,并在该学说的实际框架内对汉语和法语说话构造差别、语法构造差别和两种说话中人称代词的差别。第二章中,论述了说话教授教养中的说话迁徙实际,并以部门先生在人称代词运用上所犯的毛病为对象,对这些毛病停止剖析。在对国际外的教材对法语代词的用法说明停止剖析和比拟,并商量讲将“格”这以语法概念植入法语代词讲授的能够性,此为第三章的要点。本文旨在经由过程实际和理论两个方面临法语代词的教授教养停止剖析,并经由过程其潜伏的教授教养价值提出响应的参考看法。但因为研究程度尚浅,教授教养经历无限。本文尚显深刻,缺乏的地方恳请专家不惜示正。 Abstract: Comparative linguistics is a new branch of learning to speak, and the traditional analogy has a close relationship to the. The latter focuses on research on genetic similarities between the former words, focus on the difference between unrelated to study. From the object of study is not good that compared to speak on translation and dictionary editing, especially speaking teaching, in two aspects: the theory and the practice occurred positive significance. International English and Chinese comparative talk works have been voluminous, however the French language stop works of comparative study is still lacking, only general find Jia Xiuying Mr. of Shanxi University with the French speaking and use of. Speak in teaching practice, speak migration scene have long been known to the people. The so-called speak migration refers to learners in a language learning in the future control of new words, has control of speaking influence on Jin Xiuxin speaking learners. This kind of influence on learners' learning is sometimes useful, sometimes not. Effect of common beneficial is called positive migration, or is the negative migration. The application is to prevent the negative migration, migration is a kind of guiding ideology of teaching. The same native language in learning a foreign language, and often the emergence of absolute concentration of so-called "canonical problems", no doubt, this kind of problem in the mostly negative migration caused by the language of. So, how in the foreign language teaching will minimize the negative migration, is a very worthy of study. In view of the French Chinese language in the etymological relations far, with Chinese pure learning French people a lot of Tianyi growth, Mr. reaction is French difficult to learn the sound does not stop in the ear. Can speak and talk with the actual migration to comment on the debate on Chinese French teaching is a worthwhile achievement to consider. However, limited by space, time and of French and Chinese languages in the cognitive degree. We can't French two speak different languages one open stop comment debate. French personal pronouns are Chinese students, especially the basic stage of Sir, most felt that one of the headache, we will take this as starting point, analysis of the Chinese students to learn French personal pronouns hard. This paper includes three chapters. The first chapter discusses the basic and practical comparison to stop learning, and the actual frame in this theory in Chinese and French speaking structural difference, grammar structure difference and the two personal pronouns in different words. In the second chapter, discusses the teaching process to speak to Mr. department and the actual migration, in person made the wrong application of pronouns as the object of these problems are analyzed. In the international textbook of French pronoun usage analysis and comparison, and discuss about the "Ge" in the concept of grammar teaching can implant French pronoun, this chapter of the third points. This paper aims to two process theory and practice of Pro French pronoun teaching analysis, and put forward the corresponding reference views through the teaching process of the latent value. But because the research level is still shallow, teaching experience unlimited. This is a profound lack of place, ask the expert at the right. 目录: |
