秘鲁学生汉语学习初级阶段定语偏误略论及教学对策一基于秘鲁天主教大学孔子学院的教学实践An analysis of the errors in the primary stage of Chinese learning for students in Peru and the teaching strategies based on the teaching practice of the Kong Zi College of the Catholic University in Peru 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。） 汉语和西班牙语分属分歧的语系，两种说话在定语成份的运用上具有显著差别。本文在比较汉语定语和西班牙语中相干成份的基本上，经由过程对先生日常平凡功课、测验等语料的考核，归结出秘鲁先生汉语进修低级阶段罕见的定语偏误，设计测试卷停止验证，并剖析偏误缘由。最初提出详细的教授教养对策。全文分为五章：第一章，西语论文，总结后人在定语方面的研究结果，西语论文，明白选题意义和目标。而且肯定了研究的实际根据、研究思绪和拟处理的成绩。第二章，比较汉语的定语及其与西班牙语中相干成份，重要从以下几方面睁开：汉语定语和西班牙语中相干成份的概念；可以或许充任定语成份的说话单元；定语成份与中间语的地位；定语成份的标记；多项定语成份的次序构造。同时基于教授教养年夜纲和教材对定语停止考核。第三章，经由过程对语料的剖析，归结出秘鲁先生在汉语进修低级阶段会在量词短语运用、定语和中间语次序、多项定语外部次序和构造助词“的”的运用上涌现偏误。进而设计测试卷加以验证，并剖析测试成果，总结偏误缘由。第四章，从先生、教员、教材三方面斟酌，提出针对量词短语误用、定语次序欠妥和构造助词“的”偏误的教授教养对策，而且经由过程比较试验停止验证。第五章，总结。 Abstract: Belong to the differences in Chinese and Spanish languages, two languages in the application on the significant difference between the attributive composition. In this paper, the comparison of the Chinese attributive and the relevant elements of the Spanish language, through the process of students' daily routine, such as the examination of the corpus, the paper summed up the rare attribute errors of the junior Chinese language learning in Peru. Initially proposed a detailed teaching strategy. The full text is divided into five chapters: the first chapter, the summary of the results of the study of the attributes of the attribute, understand the significance of the topic and objectives. And the practical basis of the study, research ideas and the results of the proposed treatment. The second chapter, Chinese attributive and Spanish with coherent components, from open the following several aspects: components related to the attribute in Chinese and Spanish concept; perhaps acted as attributive components speaking unit; attributive components and intermediate language status; attributive components marker; component of multiple attributive order structure. At the same time based on the teaching of the University and the teaching material of the attribute to stop the examination. The third chapter, through the process of corpus analysis, attributed to a Mr. Peru in Chinese learning lower stage will in quantifier phrases, attributive and intermediate language order, a number of attributive external sequence and structural auxiliary words "of" the application of the emergence of bias. And then design the test volume to verify, and analyze the test results, and summarize the cause of the error. Chapter four, from students, teachers, teaching materials consider proposed for quantifier phrase misuse, attribute order defect and structural auxiliary word "" errors of teaching strategies and through comparison test verification. The fifth chapter, summary. 目录: 致谢 4-5 摘要 5-6 Abstract 6 目录 8-10 第一章 引言 10-18 1.1 缘起和探讨目的 10-11 1.1.1 缘起 10 1.1.2 探讨目的 10-11 1.2 探讨近况 11-14 1.2.1 定语本体探讨 11-13 1.2.2 定语的偏误探讨 13-14 1.3 理论依据 14-16 1.3.1 对比略论理论 14-15 1.3.2 偏误略论理论 15 1.3.3 中介语理论 15-16 1.4 探讨思路和拟解决的问题 16-18 1.4.1 探讨思路 16-17 1.4.2 拟解决的问题 17-18 第二章 汉语的定语及其与西班牙语中相关成分的考察 18-26 2.1 汉语的定语及其与西班牙语中相关的成分 18-19 2.2 汉西能够起定语影响的语言单位对比 19-21 2.3 汉西定语成分与中心语的位置 21 2.4 汉西定语成分标志对比 21-23 2.5 汉西多项定语成分的顺序结构对比 23-24 2.6 对教学大纲和教材中汉语定语的考察 24-26 2.6.1 对教学大纲中汉语定语的考察 24-25 2.6.2 对教材中汉语定语的考察 25-26 第三章 汉语学习初级阶段定语偏误类型和偏误原因略论 26-45 3.1 本章探讨思路 26 3.2 基于语料的定语偏误略论 26-33 3.2.1 量词短语的使用 26-28 3.2.2 定语和中心语的顺序 28-30 3.2.3 多项定语内部的顺序 30-31 3.2.4 结构助词“的”的使用 31-33 3.3 基于测试卷的定语偏误略论 33-41 3.3.1 测试目的 33 3.3.2 测试对象 33-34 3.3.3 测试内容 34 3.3.4 测试结果 34-41 3.4 定语偏误的原因略论 41-45 3.4.1 母语的负迁移 41-42 3.4.2 学习环境的作用 42-43 3.4.3 汉语语感的缺乏 43-45 第四章 秘鲁学生汉语学习初级阶段定语教学对策 45-50 4.1 防止误用量词短语的教学 45-46 4.1.1 总结具体量词的搭配 45 4.1.2 近义量词辨析 45-46 4.2 防止定语顺序不当的教学 46-48 4.2.1 加强汉西语言对比略论 46-47 4.2.2 句子成分略论 47-48 4.3 防止结构助词“的”使用错误的教学 48 4.4 教学对策的验证 48-50 第五章 结语 50-52 参考文献 52-55 附录 55-58 |
