| 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，内容请直接查看目录。） “是”字句是古代汉语中比拟特别的一种句型,其构造庞杂多样并且语义类型单一,这使得留先生在进修“是”字句的进程中发生了年夜量偏误。本文先将“是”字句的构造特色及经常使用语义关系描写出来,然后测验考试在俄汉两种说话比较的基本上提醒出留先生“是”字句语法偏误的缘由,愿望能给传授俄语母语留先生的对外汉语教员供给一些赞助。本文序文部门从选题及研究价值动身,阐述了“是”字句在对外汉语教授教养中特别是针对母语为俄语的留先生低级阶段教授教养的主要性,同时对本文研究的规模、对象、实际和办法做了解释。第一章对以往“是”字句的分类、比较、逻辑和用时等研究结果做了年夜概的引见,同时也引见了“是”字句在《汉语程度品级尺度与语法品级年夜纲》的难度品级,并经由过程几本古代罕见教材中“是”字句的散布进一步强调了“是”字句在对外汉语教授教养中的位置。第二章从“是”字句的本体研究动身,引见了“是”字句的语义关系和语法特色和“是”作为核心标志词在句中所起的感化。本章还对“是”字句和“有”字句在表存在时的语义差别做了描述和剖析。第三章经由过程对“是”字句在俄汉两种说话中的雷同和分歧的地方作了描述,指出了的“是”字句偏误的缘由,并对教授教养年夜纲和教材编写提出了本身的建议和看法。 Abstract: The sentence is a special kind of sentence pattern in ancient Chinese. Its structure is complex and various, and its semantic type is single, which makes it happen in the process of learning "is". First, the "yes" tectonic features of words and frequently used semantic relations describe, then test in Russian and Chinese two speak basically to remind the left Mr. "is" reason of words, sentences and grammar errors, in hopes to teach Russian speaking students studying Chinese as a foreign language teacher supply some sponsorship. The preface department from the selected topic and the research value of start, elaborated the "is" sentence in the teaching of Chinese as a foreign language especially for native Russian left Mr. low-level stage of teaching and also for the purpose of this paper is to study the scale, object, theory and the method explained. In the first chapter, the previous "is" sentence classification, comparison, logical, and by the time the research results almost introduced and also introduced the "is" words in the difficulty of the Chinese degree grade scale and grammar grade Nianye class grades, and through the process a few of the rare ancient teaching material "is" sentence spread further emphasizes the "is" the position of the words in the teaching of Chinese as a foreign language. The second chapter starts from the ontology of "is" sentence, and introduces the semantic relations and grammatical features of the sentence, as the core of the key words in the sentence. This chapter also describes and analyzes the semantic differences between the "is" and "Ba" in the presence of a form. In the third chapter, through the process of "is" words in Russian and Chinese languages in the similarities and differences are described. It is pointed out that the of "is" sentence error reason, and to the teaching of the eve of the outline and the textbook writing and puts forward the author's own proposals and views. 目录: 摘要 4-5 Abstract 5 序言 7-11 一、选题及探讨价值 7-8 二、本文的探讨概况 8-11 1. 探讨内容 8 2. 语料来源 8 3. 探讨理论和措施 8-11 第一章 以往探讨综述 11-16 一、“是”字句的本体探讨 11-13 二、对外汉语教学中的“是”字句概说 13-16 1. 基本观点 13 2. 语法点等级划分 13-15 3. 几本常见教材中的“是”字句分布 15-16 第二章 汉语“是”字句的语义关系和语法特点 16-31 一、“是”字句 16-24 1. “是”字句所表述的关系 16-20 2. “是”字句的语法特点 20-21 3. 对外汉语教学中的“是”和“有”表存在时的区别 21-24 二、“是……的”句 24-31 1. “是……的”句的结构类型 25 2. “是……的”句的语义关系 25-28 3. 焦点标记“是……的” 28 4. “是……的”句的疑问和否定形式 28-31 第三章 汉语“是”字句与俄语相关句型对比及偏误成因略论 31-49 一、“是”字句的俄汉基本语义关系对比 31-38 二、“是”字句的俄汉语法比较 38-41 三、“是”字句的偏误类型及成因略论 41-49 1. 目前对“是”字句偏误探讨的概况 41 2. 俄语母语留学生习得“是”字句的偏误类型和成因略论 41-46 3. 偏误略论在教学中的运用 46-49 结语 49-50 注释 50-51 参考文献 51-55 致谢 55 |
