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。） 从对外汉语教授教养的角度来讲，时光副词是挺难教也挺难控制的一个小类，就是说，是对外汉语教授教养的一个难点。这重要是因为时光副词这个聚集太庞杂。它们语义空灵，简直每一个副词在句法上都有本身的特性，且用法多变；不只数目年夜，并且邻近的多。好比“曾经、已经”形近；“立时、连忙”义近；“一贯、素来”形义皆近。邻近就轻易弄错，邻近就要讲若何辨别；可是，要一会儿讲清它们之间的差别与接洽还真不是一件轻易的事，由于本体研究方面还不克不及供给足够的结果。本体语法研究，实词和句式比拟受看重；副词，泰语论文题目，普通看做虚词，被看重的水平就差一些。因此这方面的结果，特殊是可认为对外汉语教室所用的结果还不多。没有本体研究结果的支持，对外汉语教授教养的后果就会年夜打扣头。同时还必需看到，教授教养的须要是增进本体研究的动力之一。本体研究的终究意义是办事于应用，而对外汉语教授教养是一个主要的应用范畴。所以本体研究也要懂得应用范畴里须要甚么。由教授教养范畴提出成绩，激发本体研究的看重，然后将本体研究结果转化为教授教养结果，这个进程应当是一个良性的轮回。基于此种设法主意，本文对泰国粹生运用时光副词的偏误情形停止了查询拜访，并做了些研究，剖析了偏误的成因，测验考试为对外汉语时光副词的教授教养供给无益的建议。本文以《中国汉语程度测验年夜纲[高级]》甲、乙、丙、丁四级辞汇表和《高级黉舍本国留先生汉说话专业教授教养年夜纲》(一至四年级)辞汇表中所拔取的37个时光副词为研究规模，泰语毕业论文，以泰国清莱皇家年夜学的年夜二汉语专业的80逻辑学生为查询拜访对象，经由过程对问卷查询拜访和汇集到的作文功课停止整顿和剖析，把偏误分红了四类：缺掉、错序、误增、错选。经剖析得出，招致毛病的重要缘由有：泰国粹生母语的负迁徙、目标语的负迁徙、教员教授教养中的掉当（此项与本体研究软弱有关）、和教材的身分（此项也与本体研究软弱有关）等。最初，本文商量了对外汉语时光副词的教授教养办法，并对教员的教授教养战略提出了采取近义时光副词辨析法的建议（详见第五章第一节），同时，也对对外汉语教材的编写提出了建议（详见第五章第三节）。 Abstract: From the perspective of teaching Chinese as a foreign language, the adverbs of time is quite difficult to teach and difficult to control a small class that is to say, it is a difficult point in the teaching of Chinese as a foreign language. This is important because the time adverb this gathering is too numerous and disorderly. It has semantic ethereal, almost every adverbs in syntax has itself characteristics, and use of changeable; not only the number of large, and nearby. Like once, has shaped nearly immediately and quickly; "righteousness", which has always been near; "form and meaning are near. Adjacent is easy to mistake, adjacent to tell how to identify. But to differences between them while clarifying and approached the really is not an easy thing, due to the ontology research still cannot supply enough results. The grammar and sentence ontology research, the notional match valued; adverbs, as ordinary word, value of the level difference. As a result, it is not so much the result of the foreign language classroom. No body study results support foreign language teaching effect will be great discount. At the same time, it is also necessary to see that the need for teaching is one of the driving forces to promote ontology research. The significance of ontology research is to apply it, and the teaching of Chinese as a foreign language is one of the main application areas. So ontology research also need to know how to use what category. Raised by the teaching category, to stimulate the body of the value of research, and then the results of the ontology research into teaching results, the process should be a virtuous circle. Based on this idea, this paper to Thailand pure students use of time adverbs of partial error situation to carry on the investigation, and do some research, analysis of the causes of errors, test time adverbs in teaching Chinese as a foreign language teaching supply useless advice. This paper to the Chinese Proficiency Test (HSK) big gang [senior] "a, B, C, D level 4 words sink table and the senior high school or college they shed their left, Mr. Han language teaching large classes" (grade 1 to 4) speech vocabulary in the choice of 37 time adverbs as the research scale, to Chiang Mai Thailand Royal University sophomore majoring in Chinese language of 80 logic for the investigation object, through the questionnaire query composition lessons of visit and to bring together the stop production for rectification and analysis, the bias dividends four: missing, wrong order, mistaken increasing, the wrong selection. The analysis shows that an important reason for the problems caused by: Thailand Students mother tongue negative migration, the target of negative migration, teacher teaching in the fall when (the ontology research and related weakness), and the material of the identity (this also with the ontology research related weakness). At first, this paper discuss the time adverbs in Chinese as a foreign language teaching approach and to teacher's teaching strategy proposed take near Yi adverbs of time discrimination recommended (see the first section of the fifth chapter). At the same time, the textbooks of teaching Chinese as a foreign language written and put forward suggestions (see the third section of Chapter 5). 目录: |
