簡介：揚(yáng)州大學(xué)碩士學(xué)位論文現(xiàn)代漢語“說X就X”格式研究姓名吳金友申請學(xué)位級別碩士專業(yè)語言學(xué)及應(yīng)用語言學(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

簡介：湘潭大學(xué)碩士學(xué)位論文非英語專業(yè)英語教學(xué)中教師英漢語碼轉(zhuǎn)換動機(jī)研究姓名肖敏申請學(xué)位級別碩士專業(yè)英語語言文學(xué)指導(dǎo)教師李素瓊20070501ENGLISHABSTRACTIIENGLISHABSTRACTUNDERTHETRENDOFGLOBALIZATIONOFECONOMYINTERACTIONSBETWEENNATIONSOFDIVERSECULTURALBACKGROUNDBECOMEMEMEFREQUENTSOLANGUAGESLANGUAGEVARIETIESAREGETTINGINCLOSERCONTACTWITHEACHOTHERTHANEVERASAPRODUCTOFCONTINUALLANGUAGECONTACTTHEPHENOMENONOFCODESWITCHINGHASBEENAROUSINGMUCHACADEMICCONCERNFROMVARIOUSPERSPECTIVESWITHINTHEFRAMEWKOFMARKEDNESSMODELPROPOSEDBYMYERSSCOTTONTHISTHESISMAKESAPRELIMINARYENDEAVTOINVESTIGATETHESOCIOPSYCHOLOGICALMOTIVATIONSFTEACHERS’ENGLISHCHINESECODESWITCHINGINEFLTEACHINGFNONENGLISHMAJSMETHODOLOGICALLYSPEAKINGTHISSTUDYINTEGRATESTHEQUALITATIVEQUANTITATIVEAPPROACHTOANALYZETEACHERS’CODESWITCHINGINAMECOMPLETEUNDERSTINGACCDINGTOJACOBSONLANGUAGEISABOVEALLASANYSEMIOTICSYSTEMFCOMMUNICATIONWHICHONLYHUMANBEINGSCANCREATEUSEASASYSTEMTOREFERTOEXPRESSTHEOBJECTIVEWLDSPEAKERSCANNOTONLYPRODUCESOMECERTAINMEANINGSBUTALSOMAKECLEARTHEIRPURPOSEINSPEAKINGTHROUGHTHEUSAGEOFLANGUAGESBEINGGOALDIRECTEDATSOMELEVELSPEAKERSCANBEVIEWEDASRATIONALACTSASWITCHINCODECANCONVEYIMPTANTMEANINGSOVERABOVETHEREFERENTIALMEANINGCODESWITCHINGINITSELFISNOTJUSTALINGUISTICPHENOMENONBUTRATHERASOCIOPSYCHOLOGICALONESPECIFICCODECHOICESAREDIRECTEDBYSPEAKER’SMOTIVATIONSBECAUSETHEENGLISHPROFICIENCYOFNONENGLISHMAJSISDIFFERENTFROMTHATOFENGLISHMAJSTUDENTSTEACHERS’CODESWITCHINGBETWEENENGLISHCHINESEOCCURSINEVITABLYINEFLTEACHINGFNONENGLISHMAJSTEACHERS’CODESWITCHINGINTHISSTUDYISDEFINEDASAKINDOFUNMARKEDLINGUISTICCHOICEATEACHINGSTRATEGYTHATCANBEEXPLOITEDBYEFLTEACHERSTOACHIEVESOMESPECIFICTEACHINGGOALSUTILIZINGTHETECHNIQUEOFCLASSROOMOBSERVATIONRECDINGINTERVIEWTHEQUALITATIVEAPPROACHISUSEDTOPROBEINTOTHEFEATURESOFCODESWITCHINGINEFLTEACHINGTEACHERS’MOTIVATIONSFCODESWITCHINGTHERESULTSOFQUALITATIVEANALYSISDEMONSTRATETHATTEACHERS’ENGLISHCHINESECODESWITCHINGISUSUALLYINITIATEDBYTHEFOLLOWINGMOTIVATIONSCODESWITCHINGFAVOIDANCEOFAMBIGUITYCODESWITCHINGFLEXICALGAPFILLINGCODESWITCHINGFTOPICSWITCHCODESWITCHINGFEMPHASISCODESWITCHINGFHUM

簡介：扉頁論文題目對外漢語教學(xué)中中國傳統(tǒng)戲劇文化教學(xué)設(shè)計(jì)TITLETHETEACHINGDESIGNOFTRADITIONALOPERAINTEACHINGCHINESEAS論文作者宋艷AUTHORSONGYAN申請學(xué)位類別和級別漢語國際教育碩士學(xué)位PPLICATIONFORACADMICDEGREEKSTEROFTEACHINGCHINASATOSPEAKERSOFOTHERLANGUAGES學(xué)科專業(yè)漢語國際教育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

簡介：福建師范大學(xué)碩士學(xué)位論文漢語兒童對圖形和漢、英詞匯的視覺加工姓名陳素梅申請學(xué)位級別碩士專業(yè)英語語言文學(xué)指導(dǎo)教師李榮寶20040401漢語兒童對圖形和漢、莢詞匯的視覺加工中文摘要本研究旨在通過觀測漢語兒童對圖形和漢、莢詞匯三種符號系統(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，三種符號的加工在低年級出現(xiàn)相對密切的相互影響，而到高年級時則逐漸分離。實(shí)驗(yàn)還發(fā)現(xiàn)，六年級兒童在對英語詞忙加工時采用了圖形加工策略，對此，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)教師簽名論文評閱人1益∑三魚戮薹蘭盤至二二二評閱人3主壁邀孚評閱人4一評閱人5一答辯委員會主席委員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，在此一并致以誠摯的謝意同時，還要感謝我的工作單位中國計(jì)量學(xué)院外國語學(xué)院。學(xué)院對于我的學(xué)J和論文撰寫都予以了極大的支持，也讓我承擔(dān)了對外漢語專業(yè)的相關(guān)課程，從而教學(xué)相長，對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間對本文進(jìn)行評審并提出寶貴的意見

簡介：南京師范大學(xué)碩士學(xué)位論文漢語語境下批評言語行為的定性和定量研究姓名陳建祥申請學(xué)位級別碩士專業(yè)英語語言文學(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)化和弱化批評力度的詞語。3質(zhì)問是發(fā)話者實(shí)施批評時使用最頻繁的語義策略。然而在面對不同地位的受話者，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給出原因是最常用的策略；當(dāng)受話者的地位低于自己時，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，質(zhì)問變成了最常見的策略。4受話者的地位越高，人們越不愿意提出批評意見。而當(dāng)受話者的地位關(guān)系不明時，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，言語行為，策略，定性分析，定量分析

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

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

簡介：分類號學(xué)校代碼10542密級學(xué)號201202040444三種否定比較句的對外漢語教學(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外漢語對外漢語教學(xué)與研究湖南師范大學(xué)學(xué)位評定委員會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；對外漢語教學(xué)；沒有；不比；不如；偏誤類型；教材編寫II

簡介：河北大學(xué)碩士學(xué)位論文古代漢語用典理論研究姓名郭蓉申請學(xué)位級別碩士專業(yè)漢語言文字學(xué)指導(dǎo)教師王占福時永樂20040501ABSTRACTIIABSTRACTCITINGALLUSIONISAKINDOFRHETICQUOMODOOFADDUCTIONWHICHMEANSEXPRESSINGONESSENTIMENTSENSEBYCITINGALLUSIONDUETOTHEPARTICULARITYOFITSLINGUALMATERIALSITISPROVIDEDWITHVIVIDTRAITSHASTARNALMERESEARCHFULVALUESOTHEARTICLEREFERSTOTHEDISSERTATIONCONCERNEDINARCHAICLITERATURESPRODUCTIONOFSOMETHESESINRECENTYEARSMAKESAMESYSTEMICDISCUSSONTHISSUBJECTAIMINGATTHELIMITATIONFIRSTANALYZETHERELATIONAMONGYONGSHICITINGALLUSIONADDUCTIONDEFECATETHECONFUSIONINAPPELLATIONOFBASICCONCEPTIONSDEFINETHEMEANINGOFALLUSIONCITINGALLUSIONSECONDLYFOLLOWINGTHECOMMONTRACKOFITSEMERGENCEACTIONEFFECTWESETFTHITSTHINKINGMECHANISMPRINCIPALDISCIPLINARIANFUNCTIONUSINGINVOLVEDRHETICTHEIESSUMUPTHEMETHODSTACTICINTHECOURSEOFCITINGALLUSIONBYTHISTRYTOSETUPAMESYSTEMATISMFRAMEFTHETHEYOFCITINGALLUSIONINARCHAICCHINESETHEARTICLEDIGSITSSOURCECODINATESITSVENATIONEXPLESITSEFFECTCOMBININGTHEPRACTICEOFCITINGALLUSIONSTRIVEFOUTLININGGENERALPICTURETHEREBYGIVEITAPROPERSTATIONINTHEHISTYOFARCHAICCHINESERHETICKEYWDSARCHAICCHINESEADDUCTIONYONGSHICITINGALLUSIONALLUSION

簡介：華中師范大學(xué)碩士學(xué)位論文英語對漢語書面語的影響例談姓名李菡申請學(xué)位級別碩士專業(yè)語言學(xué)及應(yīng)用語言學(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人或集體已經(jīng)發(fā)表或撰寫過的作品或成果。對本文的研究做出重要貢獻(xiàn)的個人和集體，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、資料室等場所或在有關(guān)網(wǎng)絡(luò)上供閱讀、瀏覽。本人授權(quán)萬方數(shù)據(jù)電子出版社將本學(xué)位論文收錄到中國學(xué)位論文全文數(shù)據(jù)庫，并通過網(wǎng)絡(luò)向社會公眾提供信息服務(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人或集體已經(jīng)發(fā)表或撰寫過的作品或成果。對本文的研究做出重要貢獻(xiàn)的個人和集體，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、資料室等場所或在有關(guān)網(wǎng)絡(luò)上供閱讀、瀏覽。本人授權(quán)萬方數(shù)據(jù)電子出版社將本學(xué)位論文收錄到中國學(xué)位論文全文數(shù)據(jù)庫，并通過網(wǎng)絡(luò)向社會公眾提供信息服務(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)月萬日簽字日期≯廬，月汀日萬方數(shù)據(jù)ABSTRACTACOMPARATIVESTUDYOFCHINESEANDJAPANESENUMERALCLASSIFIERSANDTHEENLIGHTENMENTONCHINESETEACHINGABSTRACTFORCHINESEANDJAPANESE，THEQUANTIFIERSAREWIDELYUSEDISPROBABLYONEOFTHECOMMONCHARACTERISTICSOFTHETWOLANGUAGESFORCHINESEPEOPLE，HOWTOUSETHEQUANTIFIERCORRECTLYINDIFFERENTCONDITIONS，SEEMSTOBECONVENTIONALBUTFORNATIVESPEAKERSOFJAPANESE，ITWILLBEANNOYINGEVENBECOMEAHUGEPLAGUEDINTHEIRCHINESELEARNINGSO，INTHISPAPER，WEWILLDISCUSSANDIDENTIFYTHESIMILARITIESANDDIFFERENCESBETWEENTHEMBASEDONTHE”JAPANESECHINESEDICTIONARY”WHICHINCLUDED107JAPANESEQUANTIFIERSTHEPAPERISDIVIDEDINTOTHREEPARTSFIRST，ANALYZETHEBASICDEFINITIONANDCLASSIFICATIONWHICHREVEALEDTHESIMILARITIESANDDIFFERENCESBETWEENCHINESEANDJAPANESEQUANTIFIERSCLASSIFICATIONMETHODSTHEJAPANESEANDCHINESEQUANTIFIERSMEANINGANDUSAGEWEREBECOMPAREDSECOND，THECHINESEANDJAPANESELANGUAGEHASALOTOFCHARACTERBASEDONTHISIMPOAANTFEATURE，THEPAPERWILLSUMUPTHEPOINTINJAPANESEANDCHINESE，EVENSAMECHARACTERSHAVEDIFFERENTMEANINGS，SOFARTHEREARELOTSOFCOMPARISONSTUDYOFJAPANESEANDCHINESECLASSIFIERS，MOSTOFTHESTUDYMAINLYFOCUSEDONBROADRESEARCHJOURNALSTHEREISNOCOMPARISONINAMORECOMPREHENSIVEWHICHFOCUSONTHEWHOLEDICTIONARYORAVERYFEWKEYWORDCHINESEJAPANESEQUANTIFIERSCOMPARETEACHINGIMPLICATIONSILL萬方數(shù)據(jù)

簡介：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)力人員申請碩士學(xué)位論文“時問就是空問”隱喻分析來自英語和漢語的證據(jù)THEMETAPHORTLMEASSPACEEVIDENCEFROMENGLISHANDCHINESE鄭家芳學(xué)科爭業(yè)方向研究方向指導(dǎo)教師申請學(xué)位級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“時間就是空間”隱喻分析來自英語和漢語的證據(jù)中文摘要當(dāng)前隱喻研究涉及到各個領(lǐng)域，其中空間隱喻研究是近來隱喻研究的焦點(diǎn)之一?？臻g隱喻以空間域?yàn)槭荚从颍瑢⒖臻g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“時間就是空問”這個概念隱喻里，人們正是利用對空間的認(rèn)知來認(rèn)識和理解時間概念。英語“時間就是空間”的隱喻存在“時間在動”和“觀察者在動”兩種類型。國內(nèi)在這方面的研究很少也多是以此為據(jù)。然而，英語語料反映了更為復(fù)雜的模式。根據(jù)時間參照點(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以時間為參照點(diǎn)隱喻。漢語語料證明這一劃分也更適用于漢語。本文運(yùn)用認(rèn)知語言學(xué)的理論，對英漢“時間就是空間”隱喻作了較為全面的論述，并比較英語和漢語在這方面的共同點(diǎn)和差異。從漢語的角度進(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，而時間的概念隱喻存在著認(rèn)知普遍性以及文化相對性。關(guān)鍵詞認(rèn)知角度，隱喻，空間域，時間域

簡介：IULIIIIIIIIIIIIIIIILY3299939分類號UDC_____●●●_●_●■●__●一中研巰夫等士學(xué)位論文密級編號申請學(xué)位學(xué)生類別全里劍塑±申請學(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