| 本篇论文重要商量第一说话(中文)和一家世二说话(英语)若何作用另外一家世二说话(法语)宾语代词地位的习得，法语论文范文，和此种作用到达的水平。第一说话为汉语，英语程度分歧的先生会在法语进修中运用他们的汉语、英语常识吗？法语代词地位进修中，还有除英语程度之外的其它变量吗？经由过程对母语为汉语，第二说话为英语法语的对外经济商业年夜学英语研究生、法语二年级及三年级本科生的考试，作者愿望可以找到下面这几个成绩的谜底。本文有四个假定：1)法语宾语代词的地位对母语为汉语二语为英语的先生来讲很难学，2)母语为汉语的先生，他们的英语程度与法语宾语代词地位的习得不相干，3)第二说话法语宾语代词地位的习得与进修时光相干，4)句子在语法上的难易对先生寻觅纠正毛病的表示主要。作者也愿望这篇论文可以对母语为汉语，二语为英语和法语的先生进修法语有所赞助。作者设计了一个笔头测试来测试母语为汉语，二语为英语和法语的先生对法语宾语代词地位的习得。测试分为两个部门，找错改错和翻译。找错改错是比拟客不雅，主动的，也就是说接收测试的人不克不及施展许多。然则翻译这一部门，他们可以很自动，可以很有发明性。好比说，他们可以免运用本身不熟习的句式，运用他们熟习的简略构造。在十九个用来测试的法语句子中，个中有15个句子牵扯到代词的地位。假如有毛病的话，他们还要纠正。这些句子可以分为陈说、敕令、疑问句。每句话在语法上的难度也分歧。其他的句子，有其它的毛病用来增长毛病的品种，以避免先生无意识寻觅同品种型毛病。为了不单词量的负面作用，作者正文了一些法语单词。先生还要把五个冗长的第一说话(汉语)的句子用尽可能多的措施翻译成第二说话(法语)。这些句子可以分为陈说句、敕令句和疑问句。共有17位英语研究生(二外为法语)，法语论文范文，15位法语二年级本科生(二外为英语)，12位法语三年级本科生(二外为英语)加入了本次考试。最初，实验成果与本文部门假定符合。1)法语宾语代词的地位对母语为汉语二语为英语的先生来讲很难学。2)母语为汉语的先生，他们的英语程度与法语代词地位的习得不相干。3)第二说话法语宾语代词地位的习得与进修时光相干。本研究的成果未证实第四个假定。4)句子在语法上的难易对先生寻觅纠正毛病的表示主要。本文的结论是句子在语法上的难易只是随机作用先生的表示。除此以外，本文还发明一个风趣景象。特别是比拟法语本科二年级和三年级先生的时刻，在翻译中，三年级的先生更偏向于把确定敕令句的宾语代词前置(然则法语中，确定敕令句中的宾语代词放在动词前面)，然则三年级法语先生在找错改错中的表示更好。这能够与他们法语代词前置练习过度有关。 Abstract: This thesis important to discuss their first language (Chinese) and a second language (English) how to affect also the acquisition of a second language (French object pronouns status, and this effect is reached. The first to speak for the Chinese language, the degree of differences in English, the students will learn English in the application of their Chinese, English common sense? Is there any other variables other than English in the study of the French pronoun status? Through the process of the native Chinese, the second speak French and English of foreign trade and economic cooperation of the eve of the learning in English study, French second year and third year undergraduate examinations, the author wishes can find the answers to the following results. This paper has four assumptions: 1) French object pronouns of the status of native Chinese as a second language student's English speaking is difficult to learn, 2) native for Chinese students, their English and French object pronouns status acquisition irrelevant, 3) second language acquisition and learning French object pronouns status of time coherence, 4) sentence in grammar difficulty of Mr. find correct problem representation mainly. The author also wishes that the thesis could be supported by the native language, the two language for the English and French students. The author designed a written test to test native Chinese second language, English and French, acquisition of French object pronouns status. The test is divided into two departments, the wrong error correction and translation. The wrong correction is more objective, active, that is to say the people cannot display many. But the translation of this department, they can be very automatic, can be very inventive. For example, they can avoid the application itself is not familiar with the sentence structure, familiar with their simple applications. Among the nineteen French sentences used to test, there are 15 sentences that involve the status of the pronoun. If there is something wrong, they have to correct them. These sentences can be divided into order, statement, question. Each sentence is also different in the difficulty of grammar. Other sentences, there are other problems used to increase the variety of problems, in order to avoid a sense of mr.. In order not to have a negative impact on the number of words, the author has some French words. Mr. would also like to put the five lengthy first speech (Chinese) sentences as much as possible to translate into second words (French). These sentences can be divided into Chen decree sentence, sentence and interrogative sentence. A total of 17 English Seminar (French as a second foreign language), 15 French second year undergraduate (English as a second language), 12 bit French third year undergraduate (English as a second language) joined the the examination. At first, the experimental results are consistent with the assumptions of this paper. 1) the status of the object in the French language is very difficult for the students whose mother tongue is the two language of the Chinese language. 2) the mother tongue is Chinese, and their English level is not related to the acquisition of French pronoun status. Second) the acquisition of the status of the object pronoun in French and the study of the time coherence between the 3. The results of this study did not confirm the fourth hypotheses. 4) the grammar of the difficulty of the search for the teacher to correct the main. The conclusion of this paper is that the sentence is difficult to be easily influenced by the random influence of mr.. In addition, this article also invented a funny scene. Especially compared to French undergraduate second grade and third grade teacher at the moment, in translation, third grade, prefer to determine invoke object pronouns front (however French in, determine invoke object pronouns in front of the verb), however the third grade French Mr. in the wrong correction said better. This can be related to the excessive exercise of their French pronoun. 目录: |
