| 摘要:（摘要内容经过系统自动伪原创处理以避免复制，下载原文正常，俄语论文网站，内容请直接查看目录。） 本文在给描述词做恰当分类的基本上,以HSK测验1、2、三级辞汇年夜纲中的描述词为考核规模,经由过程现实的查询拜访与试验,发明母语为俄语的留先生进修汉语描述词时有必定的特色：在汉语进修的低级阶段,进修者年夜致控制了测验年夜纲所划定的辞汇；相较于双音节描述词,进修者更偏向于运用单音节描述词,特别是详细、易懂得的、运用时比拟自在的单音节描述词。综合斟酌运用频次、准确率等多种身分,我们将母语为俄语的汉语进修者描述词的习得次序年夜致构拟为：先控制了“描述词/de/名词”、“副词/描述词”、“描述词/名词”、“名词/描述词"这些用法；然后是“动词/描述词”、“描述词/de”、“描述词/动词”、“描述词/量词”这些用法；“描述词/副词”、“描述词/de/动词”这两种搭配,先生还没有控制。汉语描述词进修要重视汉语描述词的书写演习,进修者写功课时不要写零丁的字而是写全体的词,要多用多媒体软件进修描述词的详细意义与用法。 Abstract: This paper to describe the word do the proper classification on the basis of the, to HSK test 1, 2, 3 class speech exchange big classes in the description of scale assessment. Through the practical process of the query visit and test, the invention of native Russian leave students studying Chinese adjectives have certain characteristics: lower stage in the Chinese language learning, learning to the eve of the induced by control the test of the eve of the gang are delineated the vocabulary; compared with double syllable adjectives, learners prefer to use single syllable adjective, especially detailed, easy to understand and application of relatively free of monosyllabic word description. Comprehensive consider using frequency, accuracy and other factors, we will native Russian Chinese language learners describe the acquisition of the word order of the eve of the induced structure intended for: to control the "description words /de/ noun", "Adverb / adjective", "Adjective / noun", "noun / description word" these usages; then is "Verb / description words", "description /de", "Adjective / verb", "describe the usage of word / quantifier"; "Adjective / Adverb", "description words /de/ verb" the two match, Mr. has no control. Chinese description words to learn to pay attention to the Chinese description words written exercises, learners write homework and don't write Lingding word but to write all the words to multimedia software learning words in describing the detailed meaning and usage. 目录: 摘要 3-4 Abstract 4 第一章 引言 7-12 1.1 选题缘由 7 1.2 探讨目的及意义 7-8 1.3 探讨综述 8-11 1.4 探讨措施 11-12 1.4.1 语料统计略论 11 1.4.2 问卷调查 11-12 第二章 母语为俄语的学生汉语形容词使用语料调查与略论 12-24 2.1 形容词的选定 12 2.2 语料来源 12 2.3 语料提取 12-13 2.4 语料略论 13-19 2.4.1 单音形容词、双音形容词使用情况略论 13-16 2.4.2 形容词用法略论 16-19 2.5 母语为俄语的汉语学习者形容词习得顺序 19-24 第三章 母语为俄语的学生汉语形容词习得问卷调查 24-34 3.1 调查目的 24 3.2 调查材料 24-26 3.3 调查对象 26 3.4 调查方式 26 3.5 探讨结果 26-27 3.6 略论讨论 27-30 3.7 对比略论 30-31 3.8 结语 31-34 第四章 对汉语教学的启示 34-37 4.1 关注学习者的习得过程 34 4.2 总结学生作业错误,改进教学措施 34-35 4.3 改变作业布置的措施 35-37 第五章 结语 37-38 5.1 本文的结论 37 5.2 探讨的不足 37 5.3 进一步探讨的设想 37-38 参考文献 38-41 附录 调查问卷 41-43 致谢 43-44 |
