面向泰国汉语教学“国别化”词表的研制For the development of Chinese teaching "Thailand country" vocabulary 摘要:（摘要内容经过系统自动伪原创处理以避免复制，泰语论文范文，泰语毕业论文，下载原文正常，内容请直接查看目录。） 本文从外语教授教养的实质目的和生计须要动身,提倡“国别化”对外汉语教授教养理念,即基于分歧国度的分歧情形而停止的具有针对性的汉语教授教养。鉴于辞汇的主要性、文明性和与社会生涯的亲密性,经由过程研制面向泰国汉语教授教养的“国别化”词表将“国别化”汉语教授教养理念实例化。本文对泰汉语教授教养用词表的研制,综合定量与定性的准绳,选择7种比拟有威望性和代表性的中泰辞汇语料,经由过程统计、剖析、挑选等进程,研制出实用于泰国低级阶段的汉语教授教养词表。全部词表基于“模块”的建构办法操作,以简化词表更新的法式,加强词表的静态更新才能。本研究还设计了“泰国特点词语”的问卷查询拜访,旨在得出具有性命力的特点辞汇。词表共支出词语1063条,包含：1)汉语通用词语模块(887词)；2)泰国华语焦点词语模块(619词)；3)泰国特点词语模块(44词)。“国别化”对外汉语教授教养、教授教养词表的静态更新与多元化是本文推行和提倡的思惟。本文作为“国别化”对外汉语教授教养研究的一个详细理论,以期将对外汉语教授教养进一步推向具有针对性的教授教养轨道,使汉语教授教养获得本质性后果。 Abstract: This paper from the foreign language teaching, the substance of the purpose and means of livelihood needs, advocate "country specific" Chinese as a foreign language teaching philosophy, namely based on the differences of different countries and is in the Chinese teaching. In view of vocabulary, civilization and social life and intimacy, through development of Chinese teaching in Thailand - oriented "country specific" vocabulary "country specific" Chinese teaching concept instantiation. The of Thai and Chinese teaching vocabulary development, the principle of comprehensive quantitative and qualitative, seven match prestige and representative of the Thai vocabulary corpus, through statistical process, analysis, select the process developed for Thailand's lower stage of Chinese language teaching vocabulary. All the vocabulary based on the module construction method, to simplify the update of the French vocabulary, strengthen the vocabulary to static update. The study also designed the "Thailand words" questionnaire survey, in order to find out the characteristics of speech with life force exchange. List a total expenditure of words 1063 items, including: 1) Chinese common words module (887); 2) the Thai Chinese focus words module (619); 3) Thailand characteristics of the words module (44). Static renewal and diversification of the "country" in teaching Chinese as a foreign language teaching, teaching vocabulary is the implementation and promotion of thoughts. As the "country specific" Chinese as a foreign language teaching and research, a detailed theory, in order to foreign language teaching further push has for the teaching of track, make Chinese teaching get the essence of the consequences. 目录: 中文摘要 4-5 英文摘要 5-6 目录 7-9 1 绪论 9-14 1.1 选题依据 9-11 1.2 探讨目的和任务 11-12 1.3 探讨依据与探讨思路 12-14 2 "国别化"对外汉语教学用词表研制近况 14-25 2.1 "教学词"与对外汉语教学 14-16 2.2 对外汉语教学的"国别化" 16-19 2.3 对外汉语教学与"国别化"教学用词表的研制 19-25 3 面向泰国汉语教学"国别化"词表研制的理论基础与基本准则 25-32 3.1 面向泰国汉语教学"国别化"词表研制的理论基础 25-28 3.2 面向泰国汉语教学"国别化"词表研制的基本准则 28-32 4 面向泰国汉语教学用词表的语料来源 32-36 4.1. 汉语通用词语的语料来源 32-34 4.2 泰国华语词汇的语料来源 34-36 5 面向泰国汉语教学用词表的研制 36-44 5.1 词表的建构模块 36 5.2 词汇计量与选词探讨 36-42 5.3 词表的研制步骤 42-44 6 面向泰国汉语教学用词表的提出 44-62 6.1 汉语"通用词语"的确立 44-49 6.2 泰国华语核心词语与特色词语的确立 49-61 6.3 "面向泰国汉语教学用词表"的提出 61-62 7 "面向泰国汉语教学用词表"与中国《汉语水平词汇等级大纲》的比较 62-66 7.1 "面向泰国汉语教学用词表"与《汉语水平词汇等级大纲》的主要异同 62-63 7.2 "面向泰国汉语教学用词表"与《汉语水平词汇等级大纲》(甲级词)的内容比较 63-64 7.3 小结 64-66 8 结语 66-68 参考文献 68-72 附录1 面向泰国汉语教学用词表(1063个) 72-77 附录2 汉语"通用词语"(887个) 77-81 附录3 泰国华语核心词语(619个) 81-83 附录4 泰国特色词语(44个) 83-84 附录5 "甲级词"与《报告》共有词(781个) 84-87 附录6 "甲级词"与《报告》比较,其独有词(223个) 87-88 附录7 《报告》与"甲级词"比较,其独有词(719个) 88-91 附录8 "面向泰国汉语教学用词表"与"甲级词"中的共有词(865个) 91-95 附录9 "甲级词"与"面向泰国汉语教学用词表"比较,独有词(139个) 95-96 附录10 "面向泰国汉语教学用词表"与"甲级词"比较,独有词(198个) 96-97 附录11 泰国华文特色词语调查问卷 97-99 后记 99 |
