簡(jiǎn)介：揚(yáng)州大學(xué)碩士學(xué)位論文現(xiàn)代漢語(yǔ)“說X就X”格式研究姓名吳金友申請(qǐng)學(xué)位級(jí)別碩士專業(yè)語(yǔ)言學(xué)及應(yīng)用語(yǔ)言學(xué)指導(dǎo)教師張亞軍201005012一揚(yáng)州』學(xué)碩一T761．論文ABSTACT“SHUOXJIUX”FORMISONEOFTHEFORMSCOMMONLYUSEDINMODERNCHINESE，ITISCOMPOSEDBYVERB“SHUO’’ANDADVERB‘JIU”THATFOLLOWEDTHESAMEWORDS．ATPRESENT．THERESEARCHRESULTSOF“SHUOXJIUX’’AREVERYFEW．THISPAPER,GUIDEDBYTHETHEODOF“THREEPLANES”ANDBASEDONPREVIOUSRESEARCHES，STUDIESINTERNALCONSTITUTION，SYNTACTICFUNCTIONS，SEMANTICRELATIONS，PRAGMATICVALUEASWELLASTHEFORMATDIACHRONICDEVELOPMENTANDCAUSINGONTHEANALYSISOFMASSIVELANGUAGESMATERIAL．INTHEINTERNALCONSTITUTION，THEPAPERANALYZESTHEFIXEDCOMPONENT‘‘SHUO“,“JIU’ANDTHEVARIABLEPARTOFTHE“X’’．“SHUO”HASBOTHREALMEANINGANDGRAMMATICALMEANING；‘JIU”ISANADVERB，HASTHEIMPORTANTINFLUENCETOTHEFORMMEANING．“X’’IS‘MORECOMPLEX，THEWORDSINTHEX’SPOSITIONCANBEDIVIDEDINTOTHEPREDICATEWORDWHICHHASSEVENKINDSANDTHESUBJECTWORDORPHRASEWHICHHASFOURKINDSACCORDINGTOFUNCTIONTYPE．ATTHESAMETIME，THEPAPERALSOANALYZESX’SASYMMETRICPHENOMENONANDSYLLABLERESTRICTION．INTHESYNTACTICFUNCTION，“SHUOXJIUX’’FORMISGENERALLYABLETOACTASVARIETYOFSYNTACTICCOMPONENTS，BUTALSOCANACTASACLAUSEOFCOMPLEXSENTENCEANDBEASEPARATESENTENCE．INADDITION，THEPAPERALSOANALYZESITSSYNTACTICFEATURES．INTHESEMANTICRELATIONS，THEPAPERANALYZESITSTHEINTERNALSEMANTICS，THEEXTERIORSEMANTICSANDTHESEMANTICSWHENTHEFORMAREUSEDTOGETHER．ITSINTERNALSEMANTICSAREMORECOMPLICATED，ITCANBEDIVIDEDINTOTWOCATEGORIESACCORDINGTO“SHUOX’’AND‘JIUX”TOPOINTTOTHECONSISTENCY．ITSEXTERIORSEMANTICSCALLBEEXPRESSEDGENERALEXPLANATIONS，CONCLUSIONSORRESULTSOFEVALUATION，SUMUP．ITSSEMANTICSWHENITUSEDINCOMBINATIONEXPRESSPARALLELSEMANTICS，THESEMANTICDEGREE’SDEEPENING，SEMANTICSYMMETRY．INTHEPRAGMATICVALUE，THEPAPERANALYZESTHEFORM’SPRAGMATICSANDPOINTSOUTTHATITEXPRESSESTHEDETERMINATION，DETERMINE，CONSENT，ANDTHEUNCERTAINTYOFPRAGMATICS．THEPAPERALSOANALYZES“SHUOXJIUX”FORM’SPRAGMATICFEATURES，THATHAVESPOKENOFTHEIRDARKERCOLOR,HIGHLI曲TTHESENTENCEFOCUSANDCOHESIVE．INTHEDIACHRONICDEVELOPMENT，THEPAPERANALYZES“SHUOXJIUX’’FORM’S

簡(jiǎn)介：湘潭大學(xué)碩士學(xué)位論文非英語(yǔ)專業(yè)英語(yǔ)教學(xué)中教師英漢語(yǔ)碼轉(zhuǎn)換動(dòng)機(jī)研究姓名肖敏申請(qǐng)學(xué)位級(jí)別碩士專業(yè)英語(yǔ)語(yǔ)言文學(xué)指導(dǎo)教師李素瓊20070501ENGLISHABSTRACTIIENGLISHABSTRACTUNDERTHETRENDOFGLOBALIZATIONOFECONOMYINTERACTIONSBETWEENNATIONSOFDIVERSECULTURALBACKGROUNDBECOMEMEMEFREQUENTSOLANGUAGESLANGUAGEVARIETIESAREGETTINGINCLOSERCONTACTWITHEACHOTHERTHANEVERASAPRODUCTOFCONTINUALLANGUAGECONTACTTHEPHENOMENONOFCODESWITCHINGHASBEENAROUSINGMUCHACADEMICCONCERNFROMVARIOUSPERSPECTIVESWITHINTHEFRAMEWKOFMARKEDNESSMODELPROPOSEDBYMYERSSCOTTONTHISTHESISMAKESAPRELIMINARYENDEAVTOINVESTIGATETHESOCIOPSYCHOLOGICALMOTIVATIONSFTEACHERS’ENGLISHCHINESECODESWITCHINGINEFLTEACHINGFNONENGLISHMAJSMETHODOLOGICALLYSPEAKINGTHISSTUDYINTEGRATESTHEQUALITATIVEQUANTITATIVEAPPROACHTOANALYZETEACHERS’CODESWITCHINGINAMECOMPLETEUNDERSTINGACCDINGTOJACOBSONLANGUAGEISABOVEALLASANYSEMIOTICSYSTEMFCOMMUNICATIONWHICHONLYHUMANBEINGSCANCREATEUSEASASYSTEMTOREFERTOEXPRESSTHEOBJECTIVEWLDSPEAKERSCANNOTONLYPRODUCESOMECERTAINMEANINGSBUTALSOMAKECLEARTHEIRPURPOSEINSPEAKINGTHROUGHTHEUSAGEOFLANGUAGESBEINGGOALDIRECTEDATSOMELEVELSPEAKERSCANBEVIEWEDASRATIONALACTSASWITCHINCODECANCONVEYIMPTANTMEANINGSOVERABOVETHEREFERENTIALMEANINGCODESWITCHINGINITSELFISNOTJUSTALINGUISTICPHENOMENONBUTRATHERASOCIOPSYCHOLOGICALONESPECIFICCODECHOICESAREDIRECTEDBYSPEAKER’SMOTIVATIONSBECAUSETHEENGLISHPROFICIENCYOFNONENGLISHMAJSISDIFFERENTFROMTHATOFENGLISHMAJSTUDENTSTEACHERS’CODESWITCHINGBETWEENENGLISHCHINESEOCCURSINEVITABLYINEFLTEACHINGFNONENGLISHMAJSTEACHERS’CODESWITCHINGINTHISSTUDYISDEFINEDASAKINDOFUNMARKEDLINGUISTICCHOICEATEACHINGSTRATEGYTHATCANBEEXPLOITEDBYEFLTEACHERSTOACHIEVESOMESPECIFICTEACHINGGOALSUTILIZINGTHETECHNIQUEOFCLASSROOMOBSERVATIONRECDINGINTERVIEWTHEQUALITATIVEAPPROACHISUSEDTOPROBEINTOTHEFEATURESOFCODESWITCHINGINEFLTEACHINGTEACHERS’MOTIVATIONSFCODESWITCHINGTHERESULTSOFQUALITATIVEANALYSISDEMONSTRATETHATTEACHERS’ENGLISHCHINESECODESWITCHINGISUSUALLYINITIATEDBYTHEFOLLOWINGMOTIVATIONSCODESWITCHINGFAVOIDANCEOFAMBIGUITYCODESWITCHINGFLEXICALGAPFILLINGCODESWITCHINGFTOPICSWITCHCODESWITCHINGFEMPHASISCODESWITCHINGFHUM

簡(jiǎn)介：扉頁(yè)論文題目對(duì)外漢語(yǔ)教學(xué)中中國(guó)傳統(tǒng)戲劇文化教學(xué)設(shè)計(jì)TITLETHETEACHINGDESIGNOFTRADITIONALOPERAINTEACHINGCHINESEAS論文作者宋艷AUTHORSONGYAN申請(qǐng)學(xué)位類別和級(jí)別漢語(yǔ)國(guó)際教育碩士學(xué)位PPLICATIONFORACADMICDEGREEKSTEROFTEACHINGCHINASATOSPEAKERSOFOTHERLANGUAGES學(xué)科專業(yè)漢語(yǔ)國(guó)際教育HJORTEACHINGCHINESETOINTERNATIONALSTUDENTS學(xué)位授予單位浙江師范大學(xué)UNITOFDEGREEBRANTINGZHAJIANGNORMSIUNIVERSITY指導(dǎo)老師鄭崧SUPORVISOTZHENGSONG論文提交日期2015年5月11ELDATAOFFINALJZEDHAY11”2015ABSTRACTINRECENTYEARS，WITHTHEDEVELOPMENTOFCHINESEINTEMATIONALEDUCATION，THESCHOLARSOFTEACHINGCHINESEGRADUALLYREALIZEDTHEIMPORTANCEOFCULTURALEDUCATION，ANDBEGINTOSETUPASPECIALCULTURALPROGRAMONTHEAGENDACHINESECULTUREINCLUSIVE，BUTTRADITIONALCHINESETHEATERHASBEENREGARDEDASCHINESECULTURETREASURESCHINESEOPERATHEATERISONEOFTHEWORLD’STHREEANCIENTOPERA；ITHASBEENPASSINGTOTHEWORLDINTHEMINGANDQINGDYNASTIESHOWEVER，DUETOTHELACKOFKNOWLEDGEABOUTTRADITIONALCHINESETHEATERFOREIGNAUDIENCESCOULDN’TUNDERSTANDITTHISRESULTSINTHESPREADOFCHINESEOPERAOVERSEASIBELIEVEMAT1ETDRAMAENTERTHECHINESECLASSROOMCARLSOLVETHEPROBLEMOFCHINESEOPERAABROADSPREADTHEREFORE，THISSTUDYATTEMPTSTODESIGNANEWCLASSTOTEACHCHINESETRADITIONALOPERAS，NOTONLYCONTRIBUTETOCHINESEOPERAABROADSPREAD，BUTALSOTRYTOMAKESOMEUSEFULEXPLORATIONFORCULTURETEACHINGINTEACHINGCHINESEASAFOREIGNFIRSTLYTHISARTICLEDESCRIBEDTHEBACKGROUND，SIGNIFICANCE，ANDTOMAKEACOMBONTHERELEVANTLITERATUREONTHISBASIS，THENANALYZETHEBEAUTYOFTRADITIONALTHEATERCULTURE；CHINESEOPERAOVERSEASSPREAD’SHISTORY，CURRENTSITUATIONANDPROBLEMSTHENANALYZINGTHESTUDY，TOGRASPSTUDENTS’INTERESTSANDKNOWLEDGEABOUTTRADITIONALTHEATERTHEN，BASEDONTHERESULTSOFTHEQUESTIONNAIREANALYSIS，PRESENTSAWHOLEDESIGNABOUTCHINESEOPERAINCLUDINGTEACHINGOBJECT，TEACHINGOBJECTIVESANDPRINCIPLES，COURSECONTENT，TEACHINGMETHODSANDSOONFINALLYISAMASKINSTRUCTIONALDESIGN，TOSHOWACOMPLETETEACHINGPROCESSKEYWORDSTEACHINGCHINESEASSECONDLANGUAGE；CHINESETRADITIONALTHEATERCULTURE；TEACHINGDESIGNII

簡(jiǎn)介：福建師范大學(xué)碩士學(xué)位論文漢語(yǔ)兒童對(duì)圖形和漢、英詞匯的視覺加工姓名陳素梅申請(qǐng)學(xué)位級(jí)別碩士專業(yè)英語(yǔ)語(yǔ)言文學(xué)指導(dǎo)教師李榮寶20040401漢語(yǔ)兒童對(duì)圖形和漢、莢詞匯的視覺加工中文摘要本研究旨在通過觀測(cè)漢語(yǔ)兒童對(duì)圖形和漢、莢詞匯三種符號(hào)系統(tǒng)的加工，探討三種系統(tǒng)的表征構(gòu)建及相互關(guān)系。結(jié)果表明，三種系統(tǒng)總體上是分開表征或加工過程相互獨(dú)立的。而從縱向發(fā)展上看，三種符號(hào)的加工在低年級(jí)出現(xiàn)相對(duì)密切的相互影響，而到高年級(jí)時(shí)則逐漸分離。實(shí)驗(yàn)還發(fā)現(xiàn)，六年級(jí)兒童在對(duì)英語(yǔ)詞忙加工時(shí)采用了圖形加工策略，對(duì)此，我們作了相應(yīng)理論闡釋。關(guān)鍵詞表征，認(rèn)知，加工，字形正‘譬嘔

簡(jiǎn)介：途越處這適塾堂生暨堂生鮑這苤塞業(yè)耋盔塑拯查夔盟塞焦昱△友洼⑧論文作者簽名指導(dǎo)教師簽名論文評(píng)閱人1益∑三魚戮薹蘭盤至二二二評(píng)閱人3主壁邀孚評(píng)閱人4一評(píng)閱人5一答辯委員會(huì)主席委員1委員2委員3委員4委員5答辯日期立厶＆卜欣和杜婷婷的寶貴建議和幫助，在此一并致以誠(chéng)摯的謝意同時(shí)，還要感謝我的工作單位中國(guó)計(jì)量學(xué)院外國(guó)語(yǔ)學(xué)院。學(xué)院對(duì)于我的學(xué)J和論文撰寫都予以了極大的支持，也讓我承擔(dān)了對(duì)外漢語(yǔ)專業(yè)的相關(guān)課程，從而教學(xué)相長(zhǎng)，對(duì)我的論文撰寫起到了促進(jìn)作用最后，衷心地感謝各位專家在百忙中抽出時(shí)間對(duì)本文進(jìn)行評(píng)審并提出寶貴的意見

簡(jiǎn)介：南京師范大學(xué)碩士學(xué)位論文漢語(yǔ)語(yǔ)境下批評(píng)言語(yǔ)行為的定性和定量研究姓名陳建祥申請(qǐng)學(xué)位級(jí)別碩士專業(yè)英語(yǔ)語(yǔ)言文學(xué)指導(dǎo)教師徐海銘20040501。各種策略的合用。句法策略涉及陳述句式，省略旬式，疑問句式，感嘆句式和祈使旬式的運(yùn)用。詞匯策略包括使用強(qiáng)化和弱化批評(píng)力度的詞語(yǔ)。3質(zhì)問是發(fā)話者實(shí)施批評(píng)時(shí)使用最頻繁的語(yǔ)義策略。然而在面對(duì)不同地位的受話者，發(fā)話者使用的策略又有所不同。當(dāng)受話者的地位高于自己時(shí)給出原因是最常用的策略；當(dāng)受話者的地位低于自己時(shí)，提醒策略是發(fā)話者的第一選擇；當(dāng)?shù)匚黄降然蛘叩匚魂P(guān)系不明時(shí)，質(zhì)問變成了最常見的策略。4受話者的地位越高，人們?cè)讲辉敢馓岢雠u(píng)意見。而當(dāng)受話者的地位關(guān)系不明時(shí)，人們更愿意保持沉默。此外，作者還指出了本研究存在的局限性，并為將來的研究提供了一些建設(shè)性視角。關(guān)鍵詞批評(píng)，言語(yǔ)行為，策略，定性分析，定量分析

簡(jiǎn)介：Y1099961分類號(hào)UDC密級(jí)單位代碼10094訝4￡I；干菡天學(xué)碩士學(xué)位論文漢語(yǔ)與印尼語(yǔ)定中短語(yǔ)的比較研究DIANACONSTANSZSAHERTIAN黛安娜指導(dǎo)教師姓名專業(yè)名稱研究方向申請(qǐng)學(xué)位級(jí)別楊同用教授漢語(yǔ)言文字學(xué)現(xiàn)代漢語(yǔ)碩士二OO七年四月ABSTRACTATTRIBUTEHEADPHRASESSTRUCTUREISFREQUENTLYUSEDINCHINESEANDINDONESIANLANGUAGESNOMATTERWHETHERITISINTHESPOKENORTHEWRITTENLANGUAGETHEUSAGEOFTHEATTRIBUTECANACCURATELYANDVIVIDLYEXPRESSTHELANGUAGEANDMAKEITHASASTRONGERPERSUASIVEANDCOMMUNICATIVEPOWER啦WORDORDERSTRUCTUREISTHEFUNDAMENTALDI址RENCESBEIVTEENCHINESEANDINDONESIANLANGUAGESSOITBECOMESONEOFTHEDIFFICULTIESFORINDONESIANMAMEMWHOLEARNCHINESELANGUAGE，ANDVICEVERSAMOSTOFTHELINGUISTSHAVEDONERESEARCHONCHINESEANDINDONESIANATTRIBUTEHAADPHRASES，BUTJUSTAFEWOFTHEMHAVEDONETHECOMPARISONBETWEENCHINESEANDINDONESIANATTRIBUTEHEADPHRASESTHISTHESISAIMSTOCOMPARECHINESEANDINDONESIANATTRIBUTEHEADPHRASES，INORDERTOFINDOUTTHEIRSIMILARITIESANDTHEDIFFERENCESBYDOINGTHECOMPARATIVESTLLDY，TIFFSTHESISISEXPECTEDTOBRINGAGREATBENEFITFORTEACHINGANDSMDYINGCHINESEANDINDONESIANLANGUAGE弱ASECONDLANGUAGEANDALSOFORTHETRANSLATIONTHISTHESISISDIVIDEDINTOFIVEPARTSCHAPTERONE，INTRODUCTIONCONSISTSOFTHERESEARCHERSAIMANDBACKGROUNDANINTRODUCTIONTOINDONESIANLANGUAGEANDTOATTRIBUTEHEADPHRASESCHAPTERTWOISTHECOMPARISONOFCHINESEANDINDONESIANATTRIBUTEHEADPHRASESSTRUCTURES1TISTHECOMPARISONOFBOTHSTRUCTUREELEMENTS，THECOMPARISONWORDORDEROFATTRIBUTEANDHEADINCHINESEANDINDONESIANANDTHECOMPARISONOFTHEATTRIBUTEHEADPHRASEPOSITIONCHANGESCHAPTERTHREEDISCUSSESABOUTCOMPARISONOFTHECHINESEANDINDONESIANATTRIBUTEHEADPHRASES，BASEDONITSGRAMMARFUNCTIONCHAPTERFOURISABOUTCOMPARISONOFCHINESEANDINDONESIANATTRIBUTEINMEANINGDIRECTIONTHELASTCHAPTERCHAPTERFIVE，DISCUSSESTHECOMPARISONOFCHNLNDATTRIBUTEHEADPHRASESFORTRANSLATINNGOLDENRULEKEYWORDTHEATTRIBUTEHEADPHRASEATTRIBUTEHEADCOMPARATION

簡(jiǎn)介：福建師范大學(xué)碩士學(xué)位論文對(duì)外漢語(yǔ)教學(xué)初級(jí)階段文化因素導(dǎo)入研究姓名朱媞媞申請(qǐng)學(xué)位級(jí)別碩士專業(yè)漢語(yǔ)言文字學(xué)指導(dǎo)教師沙平20040401ABSTRACTRESEARCH011THEINTRODUCTIONOFCULTUREFACTORSOFTHETEACHINGOFCHINESETOFOREIGNERSISNOTONLYTHETHEORETICALEXPLORATION011LANGUAGECULTURERELATIONS，BUTALSOATRYOUTOFTEACHINGMETHODOLOGYTHISARTICLEISACREATIONONRELATEDTHEORYTAKINGTHECOMBINEDCOGNITIONOFTHETEACHINGOFCHINESETOFOREIGNERSASTHEGUIDEANDWITHTHEMODEMCHINESELINGUISTICS，PSYCHOIINGUISTICSANDLANGUAGEPEDAGOGYTHECULTUREOFTHETEACHINGOFCHINESETOFOREIGNERSISACONCEPTIONSUBJECTTOTHELANGUAGETEACHINGITREFERSTOTHE‘‘CULTURE’’NEEDEDBYTHEFOREIGNERSWHENTHEYWANTTOLCAMCHINESEANDUSECHINESEFORINTERCOMMUNIONWITHTHEM1TISONEOFTHEMAINFACTORS，WHICHSHOULDBEMASTEREDINCHINESELANGUAGELEARNINGINORDERTOBEDISTINGUISHED，ITCANBEDEFINEDAS“CULTUREFACTORS”，THEPRIMARYSTAGEISTHEKEYPERIODTOCARRYONTHECULTUREFACTORINTRODUCTIONONTHEBASEOFDISCUSSIONABOUTIMPORTANCEOFCULTUREFACTORSANDTWOSETSOFTYPICALCHINESECOURSEBOOKSFORFOREIGNERS，THEARTICLEGIVESALLANALYSISDESCRIPTIONOFCULTURALINTRODUCTIONMETHODS，ITALSODISCUSSESTHECULTURALMETHODOLOGYOFTEACHINGFOREIGNERSCHINESEINTHEPRIMARYPERIODINLINEWITHTHEINTEGRALLANGUAGECULTURALTEACHINGBACKGROUNDINTHEEND，THEAUTHORMAKESOUTASKETCHFORTHECULTUREFACTORSFORFURTHERILLUMINATIONABOUTTHEDISTRIBUTIONOFTHECULTUREFACTORSINTHEPRIMARYSTAGEKEYWORDSTHETEACHINGOFCHINESETOFOREIGNERSCULTUREINTRODUCTIONPRIMARYSTAGE

簡(jiǎn)介：分類號(hào)學(xué)校代碼10542密級(jí)學(xué)號(hào)201202040444三種否定比較句的對(duì)外漢語(yǔ)教學(xué)TEACHINGCHINESEASTHESECONDLANGUAGEOFTHETHREENEGATIVECOMPARATIVESENTENCES研究生姓名指導(dǎo)教師姓名、職稱學(xué)科專業(yè)研究方向廖英張幼軍副教授對(duì)外漢語(yǔ)對(duì)外漢語(yǔ)教學(xué)與研究湖南師范大學(xué)學(xué)位評(píng)定委員會(huì)辦公室二零一五年五月第六部分主要介紹了教材改編的必要性，并對(duì)本文的成功和不足之處分別進(jìn)行了總結(jié)歸納。關(guān)鍵詞否定比較旬；對(duì)外漢語(yǔ)教學(xué)；沒有；不比；不如；偏誤類型；教材編寫II

簡(jiǎn)介：河北大學(xué)碩士學(xué)位論文古代漢語(yǔ)用典理論研究姓名郭蓉申請(qǐng)學(xué)位級(jí)別碩士專業(yè)漢語(yǔ)言文字學(xué)指導(dǎo)教師王占福時(shí)永樂20040501ABSTRACTIIABSTRACTCITINGALLUSIONISAKINDOFRHETICQUOMODOOFADDUCTIONWHICHMEANSEXPRESSINGONESSENTIMENTSENSEBYCITINGALLUSIONDUETOTHEPARTICULARITYOFITSLINGUALMATERIALSITISPROVIDEDWITHVIVIDTRAITSHASTARNALMERESEARCHFULVALUESOTHEARTICLEREFERSTOTHEDISSERTATIONCONCERNEDINARCHAICLITERATURESPRODUCTIONOFSOMETHESESINRECENTYEARSMAKESAMESYSTEMICDISCUSSONTHISSUBJECTAIMINGATTHELIMITATIONFIRSTANALYZETHERELATIONAMONGYONGSHICITINGALLUSIONADDUCTIONDEFECATETHECONFUSIONINAPPELLATIONOFBASICCONCEPTIONSDEFINETHEMEANINGOFALLUSIONCITINGALLUSIONSECONDLYFOLLOWINGTHECOMMONTRACKOFITSEMERGENCEACTIONEFFECTWESETFTHITSTHINKINGMECHANISMPRINCIPALDISCIPLINARIANFUNCTIONUSINGINVOLVEDRHETICTHEIESSUMUPTHEMETHODSTACTICINTHECOURSEOFCITINGALLUSIONBYTHISTRYTOSETUPAMESYSTEMATISMFRAMEFTHETHEYOFCITINGALLUSIONINARCHAICCHINESETHEARTICLEDIGSITSSOURCECODINATESITSVENATIONEXPLESITSEFFECTCOMBININGTHEPRACTICEOFCITINGALLUSIONSTRIVEFOUTLININGGENERALPICTURETHEREBYGIVEITAPROPERSTATIONINTHEHISTYOFARCHAICCHINESERHETICKEYWDSARCHAICCHINESEADDUCTIONYONGSHICITINGALLUSIONALLUSION

簡(jiǎn)介：華中師范大學(xué)碩士學(xué)位論文英語(yǔ)對(duì)漢語(yǔ)書面語(yǔ)的影響例談姓名李菡申請(qǐng)學(xué)位級(jí)別碩士專業(yè)語(yǔ)言學(xué)及應(yīng)用語(yǔ)言學(xué)指導(dǎo)教師劉云20070501⑨碩士學(xué)位論文MASTERSTHESISABSTRACTTHISTHESISISMAINLYABOUTTHECHANGESINMODEMCHINESEGRAMMARINTHEPASTTWENTYYEARS，CAUSEDBYTHEENGLISHINFLUENCE，THEFUNCTIONOFTHEENGLISHINFLUENCEINTHESECHANGES，ANDHOWWESHOULDLOOKONTHEINFLUENCETHETHESISISBASEDONTHETHEORYOFLANGUAGECONTACTANDSTATISTICSANDCONTRASTAREMADEACCORDINGLOTHECORPUSTHISTHESISISNOTJUSTALISTOFALLTHEPHENOMENONOFEUROPEANIZEDGRAMMAR。BUTEMPHASIZESTHREEREPRESENTATIVEGRAMMATICALPHENOMENONS，THEY’RETHECHANGESOFAFFIXESINMORPHOLOGY；THECHANGESOFTHE“BEI”STRUCTUREINSYNTAX；ANDTHECHANGESOFATTRIBUTETHETHESISISDIVIDEDINTOFIVEPARTSPART1，INTRODUCTIONTHISPARTLEADSINTHETITLEANDGOALSOFTHETHESIS，INTRODUCESTHEMETHODSUSEDANDTHEMATERIALSREFEFREDTOANDMAKESCOMMENTSONTHERECENTRELATIVESTUDIESPART2，AFFIXESANDQUASIAFFIXESTHISPARTISMAINLYABOUTTHEINFLUENCEOFENGLISHLANGUAGEONCHINESEAFFIXESTHEWRITERDISTINGUISHESBETWEENAFFIXESANDQUASIAFFIXES，ANDDISCUSSESTHEMRESPECTIVELYANDTHEWRITERBELIEVESTHATTHEENGLISHLANGUAGEMAINLYINFLUENCESTHEDEVELOPMENTOFCHINESEQUASIAFFIXES，CAUSINGATENDENCYOFAFFIXATIONINCHINESELANGUAGEPART3，THISPARTMAINLYDEALSWITHTHEPASSIVEVOICEINCHINESELANGUAGEBECAUSEOFTHELANGUAGECONTACT，CHINESELANGUAGEISGREATLYINFLUENCEDBYTHEGENERALLYUSEDPASSIVEVOICEINENGLISHLANGUAGEASAMATTEROFFACT，THEREISANINCREASEINTHEUSEOFPASSIVEVOICEINCHINESEASTOTHISTENDENCY，THEREISNONEEDTOCONTROLITINPURPOSE，F(xiàn)ORITMEETSTHENEEDOFCOMMUNICATIONPART4THISPARTREFERSTOTHEMATTEROFATTRIBUTEUNDERTHEINFLUENEEOFENGLISHLANGUAGE，THELENGTHANDCOMPLEXITYOFATTRIBUTEINCHINESELANGUAGEHAVEINCREASEDGREATLYHADDITIONWITHTHEPOPULARITYOFTRANSLATIONOFFOREIGNWORKS，THELONG‘DEADGRAMMARPHENOMENONOFATTRIBUTEPOSTPOSITIONEDCOMESTOLIFEAGAINFORTHISMATTERTHEWRITERBELIEVESTHATTHEPHENOMENONOFEUROPCANIZEDATTRIBUTECANONLYDEVELOPTOSOMEEXTANT，ANDITWONTEXPLODEENDLESSLYPART5，CONCLUSIONTHISPARTMAINLYMAKESACONCLUSIONABOUTTHEWORKDONEABOVE，Ⅱ

簡(jiǎn)介：四川師范大學(xué)學(xué)位論文獨(dú)創(chuàng)性聲明本人聲明所呈交學(xué)位論文整墾這受熱主數(shù)過整返主塾堂友洼墊探，是本人在導(dǎo)師屈小玲指導(dǎo)下，獨(dú)立進(jìn)行研究工作所取得的成果。除文中已經(jīng)注明引用的內(nèi)容外，本論文不含任何其他個(gè)人或集體已經(jīng)發(fā)表或撰寫過的作品或成果。對(duì)本文的研究做出重要貢獻(xiàn)的個(gè)人和集體，均已在文中以明確方式標(biāo)明。本聲明的法律結(jié)果由本人承擔(dān)。本人承諾已提交的學(xué)位論文電子版與論文紙本的內(nèi)容一致。如因不符而引起的學(xué)術(shù)聲譽(yù)上的損失由本人自負(fù)。學(xué)位論文作者P、豇簽字日期ⅫI≥年眵月沖日四川師范大學(xué)學(xué)位論文版權(quán)使用授權(quán)書本人同意所撰寫學(xué)位論文的使用授權(quán)遵照學(xué)校的管理規(guī)定學(xué)校作為申請(qǐng)學(xué)位的條件之一，學(xué)位論文著作權(quán)擁有者須授權(quán)所在大學(xué)擁有學(xué)位論文的部分使用權(quán)，即1已獲學(xué)位的研究生必須按學(xué)校規(guī)定提交印刷版和電子版學(xué)位論文，可以將學(xué)位論文的全部或部分內(nèi)容編入有關(guān)數(shù)據(jù)庫(kù)供檢索；2為教學(xué)、科研和學(xué)術(shù)交流目的，學(xué)?？梢詫⒐_的學(xué)位論文或解密后的學(xué)位論文作為資料在圖書館、資料室等場(chǎng)所或在有關(guān)網(wǎng)絡(luò)上供閱讀、瀏覽。本人授權(quán)萬(wàn)方數(shù)據(jù)電子出版社將本學(xué)位論文收錄到中國(guó)學(xué)位論文全文數(shù)據(jù)庫(kù)，并通過網(wǎng)絡(luò)向社會(huì)公眾提供信息服務(wù)。同意按相關(guān)規(guī)定享受相關(guān)權(quán)益。保密的學(xué)位論文在解密后適用本授權(quán)書學(xué)位論文作者虢甲事簽字日期汐J≥年牛月沖日鞏花“、年、√、LV鄉(xiāng)矽嚴(yán)沙名期簽日師字導(dǎo)簽四川師范大學(xué)碩士學(xué)位論文M11J一‘‘，、11NEEXP上ORAT10N01TEACHLNGUNLNESECHARACTERSTOKOREANSUNDERTHEBACKGROUNDOFMANDARINFEVERABSTRACTINRECENTYEARS，WITHTHERISINGOFCHINESE，TEACHINGCHINESEASAFOREIGNLANGUAGEISGETTINGMOREANDMOREATTENTIONSOUTHKOREAASANEIGHBOROFCHINA，MANYSOUTHKOREANSHAVETHEDEMANDFORLEARNINGCHINESELANGUAGEVARIOUSCHINESELANGUAGESCHOOLANDCHINESELEARNINGMATERIALSAREEMERGINGINENDLESSLYINSOUTHKOREAINTEACHINGCHINESETOSOUTHKOREANSTUDENTS，WESTILLNEEDFURTHEREXPLORATIONTHISPAPERFOCUSESONTHESTUDYOFTEACHINGCHINESECHARACTERSTOKOREANSSOUTHKOREAHASTWOSETSOFCHARACTERSSYSTEM，ONEISCHINESECHARACTERSYSTEM，ANDANOTHERISKOREANCHARACTERSSYSTEMCREATEDBYKINGSEJONGSOUTHKOREA’SPRIMARYANDMIDDLESCHOOLSSETUPCHINESECHARACTERSCURRICULUM，ALSOORGANIZECHINESECHARACTERSQUALIFICATIONEXAMINATIONTHESESTUDYHAVESHOWNTHEIRADVANTAGEOUSINLEARNINGCHINESECHARACTERS，BUTALSOINEVITABLYHAVEANEGATIVETRANSFEREFFECTSOFTHEIROWNCHARACTERSSOWESHOULDNOTSIMPLYUSETHESAMEMETHODSOFTEACHINGCHINESECHARACTERSTOKOREANSTUDENTSASOTHERCOUNTRIESSTUDENTSEXPLORETHEUNIQUEMETHODOFKOREANCHINESECHARACTERSTEACHINGISOFPOSITIVESIGNIFICANCE，ALSOCANBEGENERALIZEDTOOTHERSTUDENTSINSINOSPHERECOUNTRIESINTHISPAPER，THEINTRODUCTIONANALYSISSOUTHKOREA’SCHINESECHARACTEREDUCATIONHISTORYTHEFIRSTPARTINTRODUCETHECURRENTSITUATIONANDINVESTIGATETHEREASONOFTHEKOREANLEARNINGCHINESEANDCHINESECHARACTERS，THENINTRODUCETHECHINESECHARACTERQUALIFICATIONEXAMINATIONINSOUTHKOREATHESECONDPARTCONTRASTSTHESIMILARITIESANDDIFFERENCESBETWEENCHINESECHARACTERSINCHINAANDINKOREATHETHIRDPARTANALYZESTHECURRENTMATERIALSANDMETHODSOFCHINESECHARACTERTEACHING，PUTSFORWARDTHETHEORETICALBASISOFTEACHINGANDEXPLORESEFFECTIVETEACHINGMETHODFORKOREANSTUDENTSKEYWORDSMANDARINFEVERINSOUTHKOREA，SOUTHKOREANCHARACTERS，CHINESECHARACTERS，METHODSOFTEACHINGCHINESECHARACTERSTOKOREANSII

簡(jiǎn)介：四川師范大學(xué)學(xué)位論文獨(dú)創(chuàng)性聲明本人聲明所呈交學(xué)位論文送受量望生旦受韙熬遢煎撾出噩窒區(qū)盤送量斂堂鰻啟丞叢堡旦送太壁基整生壁2仝旦噩助熬塑羞劍一一，是本人在導(dǎo)師一割漫基指導(dǎo)下，獨(dú)立進(jìn)行研究工作所取得的成果。除文中已經(jīng)注明引用的內(nèi)容外，本論文不含任何其他個(gè)人或集體已經(jīng)發(fā)表或撰寫過的作品或成果。對(duì)本文的研究做出重要貢獻(xiàn)的個(gè)人和集體，均己在文中以明確方式標(biāo)明。本聲明的法律結(jié)果由本人承擔(dān)。本人承諾已提交的學(xué)位論文電子版與論文紙本的內(nèi)容一致。如因不符而引起的學(xué)術(shù)聲譽(yù)上的損失由本人自負(fù)。學(xué)位論文作者楊井菡簽字日期2OA；年F月≥籮日四川師范大學(xué)學(xué)位論文版權(quán)使用授權(quán)書本人同意所撰寫學(xué)位論文的使用授權(quán)遵照學(xué)校的管理規(guī)定學(xué)校作為申請(qǐng)學(xué)位的條件之一，學(xué)位論文著作權(quán)擁有者須授權(quán)所在大學(xué)擁有學(xué)位論文的部分使用權(quán)，即1己獲學(xué)位的研究生必須按學(xué)校規(guī)定提交印刷版和電子版學(xué)位論文，可以將學(xué)位論文的全部或部分內(nèi)容編入有關(guān)數(shù)據(jù)庫(kù)供檢索；2為教學(xué)、科研和學(xué)術(shù)交流目的，學(xué)?？梢詫⒐_的學(xué)位論文或解密后的學(xué)位論文作為資料在圖書館、資料室等場(chǎng)所或在有關(guān)網(wǎng)絡(luò)上供閱讀、瀏覽。本人授權(quán)萬(wàn)方數(shù)據(jù)電子出版社將本學(xué)位論文收錄到中國(guó)學(xué)位論文全文數(shù)據(jù)庫(kù)，并通過網(wǎng)絡(luò)向社會(huì)公眾提供信息服務(wù)。同意按相關(guān)規(guī)定享受相關(guān)權(quán)益。保密的學(xué)位論文在解密后適用本授權(quán)書學(xué)位論文作者簽名而濟(jì)茴導(dǎo)師簽名≥、F湯蠶、簽字日期2口I妊鄉(xiāng)月萬(wàn)日簽字日期≯廬，月汀日萬(wàn)方數(shù)據(jù)ABSTRACTACOMPARATIVESTUDYOFCHINESEANDJAPANESENUMERALCLASSIFIERSANDTHEENLIGHTENMENTONCHINESETEACHINGABSTRACTFORCHINESEANDJAPANESE，THEQUANTIFIERSAREWIDELYUSEDISPROBABLYONEOFTHECOMMONCHARACTERISTICSOFTHETWOLANGUAGESFORCHINESEPEOPLE，HOWTOUSETHEQUANTIFIERCORRECTLYINDIFFERENTCONDITIONS，SEEMSTOBECONVENTIONALBUTFORNATIVESPEAKERSOFJAPANESE，ITWILLBEANNOYINGEVENBECOMEAHUGEPLAGUEDINTHEIRCHINESELEARNINGSO，INTHISPAPER，WEWILLDISCUSSANDIDENTIFYTHESIMILARITIESANDDIFFERENCESBETWEENTHEMBASEDONTHE”JAPANESECHINESEDICTIONARY”WHICHINCLUDED107JAPANESEQUANTIFIERSTHEPAPERISDIVIDEDINTOTHREEPARTSFIRST，ANALYZETHEBASICDEFINITIONANDCLASSIFICATIONWHICHREVEALEDTHESIMILARITIESANDDIFFERENCESBETWEENCHINESEANDJAPANESEQUANTIFIERSCLASSIFICATIONMETHODSTHEJAPANESEANDCHINESEQUANTIFIERSMEANINGANDUSAGEWEREBECOMPAREDSECOND，THECHINESEANDJAPANESELANGUAGEHASALOTOFCHARACTERBASEDONTHISIMPOAANTFEATURE，THEPAPERWILLSUMUPTHEPOINTINJAPANESEANDCHINESE，EVENSAMECHARACTERSHAVEDIFFERENTMEANINGS，SOFARTHEREARELOTSOFCOMPARISONSTUDYOFJAPANESEANDCHINESECLASSIFIERS，MOSTOFTHESTUDYMAINLYFOCUSEDONBROADRESEARCHJOURNALSTHEREISNOCOMPARISONINAMORECOMPREHENSIVEWHICHFOCUSONTHEWHOLEDICTIONARYORAVERYFEWKEYWORDCHINESEJAPANESEQUANTIFIERSCOMPARETEACHINGIMPLICATIONSILL萬(wàn)方數(shù)據(jù)

簡(jiǎn)介：YL0119D＆％口一』業(yè)々J∞O盥M目日H女Q自G福建師范大學(xué)同等學(xué)力人員申請(qǐng)碩士學(xué)位論文“時(shí)問就是空問”隱喻分析來自英語(yǔ)和漢語(yǔ)的證據(jù)THEMETAPHORTLMEASSPACEEVIDENCEFROMENGLISHANDCHINESE鄭家芳學(xué)科爭(zhēng)業(yè)方向研究方向指導(dǎo)教師申請(qǐng)學(xué)位級(jí)別基匿堡直塞堂壁出互直堂目I塑簽幽麴量L型笠堂出△亟蟲遺型1堂世論文提交日期論文評(píng)閹人論文答辯口期答辯委員舍主席學(xué)世授千單位學(xué)位授予日期墊盟JLL且業(yè)』L玉L一墊盟生JL且上且』蚓坐亂』L赴籃擔(dān)』U盟翌址“時(shí)間就是空間”隱喻分析來自英語(yǔ)和漢語(yǔ)的證據(jù)中文摘要當(dāng)前隱喻研究涉及到各個(gè)領(lǐng)域，其中空間隱喻研究是近來隱喻研究的焦點(diǎn)之一。空間隱喻以空間域?yàn)槭荚从?，將空間域的意象圖式結(jié)構(gòu)映射到非空間的、抽象域之上，使我們通過空間概念來理解和談?wù)摲强臻g概念。在“時(shí)間就是空問”這個(gè)概念隱喻里，人們正是利用對(duì)空間的認(rèn)知來認(rèn)識(shí)和理解時(shí)間概念。英語(yǔ)“時(shí)間就是空間”的隱喻存在“時(shí)間在動(dòng)”和“觀察者在動(dòng)”兩種類型。國(guó)內(nèi)在這方面的研究很少也多是以此為據(jù)。然而，英語(yǔ)語(yǔ)料反映了更為復(fù)雜的模式。根據(jù)時(shí)間參照點(diǎn)和觀察者參照點(diǎn)的不同，NFIFLEZ等人將之劃分為EGOREFERENCEPOINTMETAPHOR以觀察者為參照點(diǎn)的隱喻ANDTIMEREFERENCEPOINTMETAPHOR以時(shí)間為參照點(diǎn)隱喻。漢語(yǔ)語(yǔ)料證明這一劃分也更適用于漢語(yǔ)。本文運(yùn)用認(rèn)知語(yǔ)言學(xué)的理論，對(duì)英漢“時(shí)間就是空間”隱喻作了較為全面的論述，并比較英語(yǔ)和漢語(yǔ)在這方面的共同點(diǎn)和差異。從漢語(yǔ)的角度進(jìn)一步證實(shí)了當(dāng)代隱喻理論，即抽象概念主要是通過隱喻來形成理解的，而時(shí)間的概念隱喻存在著認(rèn)知普遍性以及文化相對(duì)性。關(guān)鍵詞認(rèn)知角度，隱喻，空間域，時(shí)間域

簡(jiǎn)介：IULIIIIIIIIIIIIIIIILY3299939分類號(hào)UDC_____●●●_●_●■●__●一中研巰夫等士學(xué)位論文密級(jí)編號(hào)申請(qǐng)學(xué)位學(xué)生類別全里劍塑±申請(qǐng)學(xué)位學(xué)科專業(yè)遠(yuǎn)堡圜墮熬盎牟碩SOUTHKOREA，HIGHSCHOOLZEROSTARTINGPOINTCHINESETEACHINGSTRATEGYRESEARCHUNDERTEAMTEACHINGMODEILLUSTRATEDBYTHEEXAMPLEOFGYEONGSANGNANDOGIMHAEJELIHIGHSCHOOL么砌已S括SUBMITTEDINPARTIALFULFILLMENTOFTHEREQUIREMENTFORTHEMASTERDEGREEINTEACHINGCHINESETOEARKERSOFOTHERLANGUAGESBYCHENGMENGQIMASTEROFTEACHINGCHINESETOSPEAKERSOFOTHERLANGUAGESMTCSLLANGUAGEINSTITUTECENTRALCHINANORMALUNIVERSITYSUPERVISORWANGGUOSHENGACADEMICTITLEPROFESSORSIGNATUREAPPROVEDMAV．2017