| 古代汉语中表现比拟的说话情势有许多种,个中最主要的情势之一就是有着显著外显情势标记的“比”字句。“比”字句也是对外汉语教授教养,特殊是低级阶段教授教养中一个重点和难点。本文综述了最近几年来汉语本体范畴和对外汉语教授教养范畴最近几年来对汉语“比”字句的研究结果,扼要引见了本文的实际基---比较剖析实际和偏误剖析实际的成长状态,考核了法语教授教养界和对外汉语教授教养界法汉或汉法的比较研究和偏误剖析结果。我们以现行几部重要汉语教授教养年夜纲对“比”字句的划分为根据,将低级程度留先生经常使用的汉语“比”字句句式和法语表差比的相干句式停止比较研究。汉法两种说话在差比的表达方面既有配合的地方,又各具特色,表示为一对多或多对1、此有彼无或此无彼有的对应关系。个中汉法两种说话中不完整对应的说话景象,是第二说话进修者的难点之地点。笔者运用第二说话习得中的偏误剖析实际,经由过程剖析汇集到的原始语料,从误加、漏掉、错序、误用四个方面临法南先生在运用“比”字句进程中的比拟标志、比拟项、结论项的偏误停止了剖析。并从母语负迁徙、教员讲授的误导、先生的心思思想措施等方面剖析形成先生偏误的缘由。剖析偏误、寻找预防与处理偏误的办法的终究目标是为了教授教养办事。本文从增强汉法比较、教员的教授教养技能等方面提出一些看法和建议,以期在改良和指点对外汉语“比”字句的研究和教授教养上施展必定的感化。 Abstract: There are many kinds of expression in the ancient Chinese language, one of the most important forms is the "ratio" with the marked marked external situation. The "ratio" is also a foreign language teaching, especially in the lower stage of teaching, a key and difficult points. Are reviewed in this paper in recent years Chinese ontology category and Chinese as a foreign language teaching category in recent years on the Chinese "than" words of the research results, this paper briefly introduces the practical base, comparative analysis actual and error analysis of the actual growth state, assessment of the French professor to support teaching circles and Chinese as a foreign language teaching circles French or French Comparative Study and error analysis of the results of the. We to current several important Chinese teaching large classes of "than" division of the sentence is according to the lower degree left Mr. frequently used Chinese "than" sentence patterns and French comparative table coherent sentence comparison research. French two talk in contrast both with local, and each has its own characteristics, said one to many and many to one, this is Peter or the pet. Some corresponding relationship. The two French speaking is not complete the corresponding talk scene, is place of difficulty of second language learners. The application in the second language acquisition, error analysis of the actual, through the analysis of the process of converging to a raw corpus, from errors of addition, omission, wrong order, misuse four Pro farnan Mr. application "than" words in the process of match marks, compared and the conclusion error are analyzed. And from the mother tongue negative transfer, the teacher's teaching of misleading, Mr. ideas and methods and other aspects of the reasons for the formation of mr.. Analysis of errors, looking for ways to prevent and deal with errors in the end goal is to teach administrative affairs. In this paper, from the French enhancement, teacher's teaching skills put forward some opinions and suggestions, with a view to the improvement directions and teaching Chinese as a foreign language than "sentence research and teaching on display will effect. 目录: 摘要 3-4 Abstract 4-5 0. 引言 8-12 0.1 选题理由 8-9 0.2 探讨范围的界定 9-11 0.3 探讨措施 11-12 1. 文献综述及相关理论 12-21 1.1 汉语“比”字句的探讨近况 12-15 1.1.1 汉语本体领域“比”字句探讨近况 12-13 1.1.2 对外汉语教学领域“比”字句探讨近况 13-15 1.2 相关理论探讨近况 15-21 1.2.1 对比略论理论及其探讨近况 15-19 1.2.2 偏误略论理论及其探讨近况 19-21 2. 汉语“比”字句和法语相关句式的对比探讨 21-32 2.1 汉语“比”字句的主要句式 21-25 2.1.1 汉语“比”字句的基本句式 21-24 2.1.2 汉语“比”字句的否定形式 24-25 2.2 法语相关差比句的主要句式 25-27 2.2.1 法语差比句的基本句式 25-27 2.2.2 法语差比句的否定形式 27 2.3 汉法表差比的几种主要句式的对比略论 27-31 2.3.1 基本对应的情况 27-28 2.3.2 不相对应的情况 28-31 2.4 小结 31-32 3. 初级阶段法国学生使用汉语“比”字句的偏误略论 32-46 3.1 调查对象 32 3.2 语料来源 32 3.3 语料略论和偏误类型 32-42 3.3.1 比较结论项的偏误 34-40 3.3.2 比较项的偏误 40-41 3.3.3 比较词的偏误 41-42 3.3.4 小结 42 3.4 造成偏误的原因略论 42-46 3.4.1 学的方面 42-44 3.4.2 教的方面 44-46 4. 对于汉语“比”字句教学的建议 46-49 5. 结语 49-51 参考文献 51-55 调查问卷 55-57 后记 57 |
