否定副词“不”、“没”的比较探讨及对外汉语教学策略一以泰国学生为例A comparative study of the negative adverb "no" and "no" and the strategy of teaching Chinese as a foreign language: a case study of Thailand 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。） “不”和“没（有）”是汉语中运用频率极高的两个否认副词，泰语论文范文，在否认体系中属于两种分歧类型的否认，泰语专业论文，由他们组成的否认意义的情形也非常庞杂。泰语中只要一个否认词，由它组成的否认性语法标记单一。然则却简直涵盖了汉语否认副词的一切用法，可谓身兼数职，这也给泰国粹生进修汉语否认副词形成极年夜未便。本文联合先哲研究结果，同时将汉泰两种说话的否认副词加以比较剖析。并经由过程汇集整顿和查询拜访泰国粹生运用“不、没（有）”时发生的偏误句，将其加以整顿剖析，统计成果，得出泰国粹生在进修“不、没（有）”时重要发生误代、漏掉或添加句子成份，和错序等偏误类型。并从英语和泰语的负迁徙、说话情况和进修战略和教授教养战略方面临偏误发生的缘由加以剖析。针对偏误发生的缘由，提出教员应当从比较教授教养、采用有用地演习、赞助先生养成优越的进修习气和为先生发明优越的说话情况四个方面进步教授教养后果。文章除媒介和结语重要分为六个部门：第一部门就选题缘起和研究办法停止了扼要的描写。第二部门是对“不、没”的单项研究、比较研究和在对外汉语教授教养中的研究情形的综述。古代汉语对“不”的研究重要集中在语义指向、零丁运用和同其他词类组合的情形这三个方面。“没”的综述重要从词性及其语法意义下去归纳综合，二者的比较集中在时光、主客不雅方面，但在对外汉语教授教养中的研究结果其实不丰硕。第三部门重要从否认动词及动词词组、描述词、单用和否认特别句式等方面描写“不、没”在同以上各类组应时发生的意义及在句中的地位。并从这二者在时态、语义、零丁做谓语等方面停止比较，得出二者的分歧重要照样在于“不”和“没（有）”自己所具有的特点。前者自己具有的客观性和后者本身的客不雅评述性是形成二者分歧种别否认的重要身分。第四部门是对泰语否认词的描写。从否认对象评论辩论泰语否认副词所实用的规模和在句中否认时表达的意义。第五部门从语义及在句中详细地位着手评论辩论汉泰否认词在现实运用中的差别。“不、没（有）”在泰语中没有与之绝对应的否认词，同时具有二者一切的语法功效。第六部门是经由过程实地查询拜访和统计，发明泰国粹生在进修汉语否认副词时发生的偏误类型，然后剖析偏误发生的缘由，进一步就泰国汉语教员的教室教授教养提出几点有用的建议。在对汉语否认副词“不、没”比拟以后，又将其与泰语否认词的语法功效比拟较，明白汉泰两种说话的否认体系中存在的差别。并联合查询拜访泰国粹生进修“不、没（有）”时涌现的偏误句，找出偏误缘由，同时提出响应的教授教养战略。 Abstract: "No" and "no" is a very high frequency of the application of the two adverbs in the Chinese language, in the system of two kinds of different types of denial of denial, the situation is also very complex. As long as a Thai denied repudiation of words, grammatical markers composed of the single. However they will cover almost all Chinese denial adverb usage, who is described as the number of jobs, the pure Thai students learning Chinese denial adverb formation greatly inconvenience. This paper combined with sage research results, while a two to deny adverbs comparative analysis. And through the process of bringing together rectify and query visit Thailand Students Application of "no, no" occurs when the error, the consolidation analysis, statistical results, it is concluded that the Thailand Students in learning "no, no" important occurred in the error generation, missing or added elements of the sentence, and wrong sequence types of errors. And from the English and Thai negative migration, talking and learning strategies and teaching strategies on facing the reason of occurrence of errors were analyzed in this paper. For the reason of occurrence of errors, the teacher should be a useful exercise, sponsored by Mr. develop better study habits and Mr. invented superior to speak four progress teaching consequences from the comparative teaching,. In addition to the media and the conclusion is divided into six parts: the first part of the origin of the topic and research methods to stop the brief description. The second sector is a summary of the "no, no" individual studies, comparative studies and the study of teaching Chinese as a foreign language. Research of "no" ancient Chinese important concentration in their semantic direction, Lingding application and combine with other word situation the three aspects. "No" summary of the important from the part of speech and grammatical significance of induction synthesis, the two are more concentrated in the time, subject and object, but in teaching Chinese as a foreign language, the results are not rich. In the third part, it is important to describe the meaning of "no, no" in all kinds of groups, such as the denial of the verb and the verb phrase, the description word, the single use and the denial of the special sentence pattern and so on. And from the two in the temporal and the semantic and individually do predicates, obtained significant differences still lies in the "no" and "no" has its own characteristics. The former has its own objectivity and the latter's own guest comment is the formation of the two different kinds of important factors. The fourth part is to deny the Thai words description. From denying comment on the Thai denied the scale and practical expression adverb in the sentence meaning denied. The fifth sector from semantic and in the sentence position to comment on a detailed word denied the application difference. "No, no (have)" in Thai and there is no absolute denial of words, with all the two grammatical function. Part six is through field query visits and statistics, invented the Thailand Students in learning Chinese denied adverbs error types, and then analyze the reason of occurrence of errors and further Thai Chinese teacher's classroom teaching proposed some useful suggestions. In the Chinese denial adverb "no, no" analogy, and the Thai and deny the grammatical function is compared, understand Chinese and Thai two talking deny difference exists in the system. And the joint query visit Thailand students learn ", no" the emergence of the error, to identify the error reason, and puts forward teaching strategies of response. 目录: |
