簡(jiǎn)介：分類號(hào)UDC基于行動(dòng)研究法的密級(jí)編號(hào)學(xué)位申請(qǐng)人姓名劉慧絲申請(qǐng)學(xué)位學(xué)生類別全日劐塑士申請(qǐng)學(xué)位學(xué)科專業(yè)漢語(yǔ)國(guó)際教宣指導(dǎo)教師姓名鱟壹生副教授等文火論JEL，衛(wèi)髭位F泣蘆研學(xué)中士牟碩⑨碩士學(xué)位論文MASTER’STHESISLISTENINGANDSPEAKINGTRAININGINPREPARATORYCHINESETEACHINGBASEDONTHEORYOFACTIONRESEARCHATHESISSUBMITTED覷PARTIALFULFILLMENTOFTHEREQUIREMENTFORTHEMASTERDEGREEOFTEACHINGCHINESETOSPEAKERSOFOTHERLANGUAGESBYLIUHUIMINPOSTGRADUATEPROGRAMSCHOOLOFCHINESELANGUAGEANDLITERATURECENTRALCHINANORMALUNIVERSITYSUPERVISORZENGCHANGNIANACADEMICTITLEASSOCIATEPROFESSORSIGNATURE舀2I繼幽面APPROVEDAPRIL，2014

簡(jiǎn)介：TEACHINGOFCHINESETEACULTUREINTEACHINGOFCHINESEASASECONDLANGUAGEADISSERTATIONSUBMITTEDTOTHEGRADUATESCHOOLOFHENANUNIVERSITYINPARTIALFULFILLMENTOFTHEREQUIREMENTSFORTHEDEGREEOFMASTEROFMTCSOLBYCHERTJUANSUPERVISORPROF．MAHUILINGMAY，2014摘要使留學(xué)生流利地運(yùn)用漢語(yǔ)，增強(qiáng)他們的跨文化交際能力，這是對(duì)外漢語(yǔ)教學(xué)的根本目標(biāo)。這就要求對(duì)外漢語(yǔ)教學(xué)不僅需要語(yǔ)言知識(shí)教學(xué)，更需要文化知識(shí)教學(xué)的輔助。因此，為解決漢語(yǔ)在國(guó)際推廣中所面臨的問題，我們必須要重視文化教學(xué)以及茶文化教學(xué)的相關(guān)研究，將語(yǔ)言與文化結(jié)合起來(lái)，開展具有中國(guó)特色的對(duì)外漢語(yǔ)茶文化教學(xué)活動(dòng)。關(guān)于本文的寫作，筆者以茶文化教學(xué)為例，綜合學(xué)者、專家們對(duì)茶、茶具、茶藝、茶文化歷史等方面的研究。從語(yǔ)言和行為兩個(gè)角度出發(fā)，語(yǔ)言上以漢語(yǔ)和英語(yǔ)為代表，行為上以漢語(yǔ)和英語(yǔ)為母語(yǔ)的國(guó)家的文化作為主體，并從跨文化的角度分析了中英茶文化的異同。通過解讀對(duì)外漢語(yǔ)教學(xué)中的教材和大綱，結(jié)合作者自己的實(shí)踐經(jīng)驗(yàn)與認(rèn)識(shí)，有針對(duì)性地提出一些對(duì)外漢語(yǔ)教學(xué)中茶文化教學(xué)的策略和建議。論文的主要內(nèi)容包括以下幾部分第一章引言描述了對(duì)外漢語(yǔ)文化教學(xué)和茶文化教學(xué)的研究現(xiàn)狀，運(yùn)用文獻(xiàn)資料法、對(duì)比分析法、總結(jié)歸納法等方法完成本篇論文的寫作。第二章分析和研究國(guó)際漢語(yǔ)教學(xué)通用課程大綱的內(nèi)容，列舉出國(guó)內(nèi)現(xiàn)存的外漢語(yǔ)教學(xué)中含有茶文化教學(xué)的教材，并對(duì)這些教材進(jìn)行研究分析。第三章從跨文化的角度對(duì)中英茶文化進(jìn)行對(duì)比。文章主要從語(yǔ)言交際和非語(yǔ)言交際中的茶文化行為兩方面進(jìn)行研究。第四章對(duì)目前的教學(xué)和研究現(xiàn)狀進(jìn)行總結(jié)，找出對(duì)外漢語(yǔ)茶文化教學(xué)的不足之處，并提出自己的教學(xué)策略和建議。第五章以中國(guó)茶藝教學(xué)為中心，分別以初級(jí)階段和高級(jí)階段的教學(xué)為例，做出簡(jiǎn)明的教學(xué)設(shè)計(jì)方案。結(jié)語(yǔ)部分是對(duì)全文進(jìn)行了總結(jié)，并提出本文的不足和努力的方向。關(guān)鍵詞對(duì)外漢語(yǔ)教學(xué)，茶文化對(duì)比，茶文化教學(xué)，教學(xué)設(shè)計(jì)

簡(jiǎn)介：LIILLIIIIILLLILLLII111Y3403556／縋碩士學(xué)位論文密級(jí)保密期限漢語(yǔ)國(guó)際教育專業(yè)碩士留學(xué)生培養(yǎng)模式的調(diào)查與分析CHINESEINTERNATIONALEDUCATIONINVESTIGATIONANDANALYSISOFTHETRAININGMODEOFMASTER’SSTUDENTS學(xué)號(hào)J丁姓名學(xué)位類別學(xué)科專業(yè)指導(dǎo)教師完成時(shí)間F16301087江羅娜漢語(yǔ)國(guó)際教育碩士劉宗保2018年3月謦大獨(dú)創(chuàng)，L_K聲明本人聲明所呈交的學(xué)位論文是本人在導(dǎo)師指導(dǎo)下進(jìn)行的研究工作及取得的研究成果。據(jù)我所知，除了文中特別加以標(biāo)注和致謝的地方外，論文中不包含其他人已經(jīng)發(fā)表或撰寫過的研究成果，也不包含為獲得安徽大學(xué)或其他教育機(jī)構(gòu)的學(xué)位或證書而使用過的材料。與我一同工作的同志對(duì)本研究所做的任何貢獻(xiàn)均已在論文中作了明確的說明并表示謝意。學(xué)位論文作者簽名弓Y丐卻P簽字日期汐餾年F月／8日學(xué)位論文版權(quán)使用授權(quán)書本學(xué)位論文作者完全了解安徽大學(xué)有關(guān)保留、使用學(xué)位論文的規(guī)定，有權(quán)保留并向國(guó)家有關(guān)部門或機(jī)構(gòu)送交論文的復(fù)印件和磁盤，允許論文被查閱和借閱。本人授權(quán)安徽大學(xué)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)進(jìn)行檢索，可以采用影印、縮印或掃描等復(fù)制手段保存匯編學(xué)位論文。學(xué)位論文作者簽名虧≯羅讕P導(dǎo)師簽名6、。F勿每簽字日期矽FG年占月J8日簽字日期珈JG年5，月／8日

簡(jiǎn)介：廣西師范大學(xué)碩士學(xué)位論文現(xiàn)代漢語(yǔ)親屬稱謂語(yǔ)自稱及其翻譯策略研究姓名肖素英申請(qǐng)學(xué)位級(jí)別碩士專業(yè)課程與教學(xué)論英語(yǔ)指導(dǎo)教師韋漢20090401VASTUDYONSELFREFERENCEOFKINSHIPTERMSINMODERNCHINESEITSTRANSLATIONSTRATEGIESPOSTGRADUATEXIAOSUYINGGRADE2006MAJFEIGNLINGUISTICSAPPLIEDLINGUISTICSSUPERVISPROFESSWEIHANIENTATIONCOGNITIVELINGUISTICSABSTRACTINENGLISHTHEFOCUSOFTHISTHESISISSELFREFERENCEOFKINSHIPTERMSITSTRANSLATIONSTRATEGIESINMODERNCHINESETHOUGHSELFREFERENCEOFKINSHIPTERMSINMODERNCHINESEISVERYCOMMONITHASN’TRECEIVEDMUCHATTENTIONTHEFOLLOWINGTHREEASPECTSOFSELFREFERENCEOFKINSHIPTERMSINMODERNCHINESEHAVEBEENDEALTWITHSEMANTICCATEGIESEXPRESSIVEFUNCTIONSTRANSLATIONSTRATEGIESINTHEFIRSTINSTANCEEMPLOYINGMENTALROTATIONTHEYWELOCATETHEPOSITIONSOFTHEPARTICIPANTSINCOMMUNICATIONTHENINTHESPEAKER’SPERSPECTIVEWEDEFINETHETHREETERMSADDRESSEEREFERRINGTHESPEAKERREFERSTOHISHERCOMMUNICATIONPARTICIPANTSELFREFERRINGTHESPEAKERREFERSTOHIMHERREFERENCEREFERRINGTHESPEAKERREFERSTOATHIRDPARTYWHOWHICHISABSENTPRESENTINTHECOMMUNICATIONINCOMMUNICATIONTHESPEAKERCANMENTALLYROTATESANIMAGINED‘AVATAR’TOTHECOMMUNICATIONPARTICIPANTSTHESECONDPERSON‘YOU’PRESENTTHETHIRDPERSON‘HESHE’PRESENTABSENTTHENROTATESBACKTOTHESPEAKERHIMSELFHERSELFACCDINGTOTHISWEGENERALIZESELFREFERENCEOFKINSHIPTERMSINTOTHREESEMANTICCATEGIESSELFREFERENCEBASEDONTHESECONDPERSONSELFREFERENCEBASEDONTHEFIRSTPERSONSELFREFERENCEBASEDONTHETHIRDPERSONEACHCATEGYINCLUDESTWOSUBCATEGIESRESPECTIVELYMARKEDSELFREFERENCENONMARKEDSELFREFERENCEACCDINGTOJLAUSTINHISFOLLOWERTHEYADVANCERJRSEARL’SSPEECHACTTHEYLANGUAGECANNOTONLYBEUSEDTOREFERTOTHINGSBUTALSOITCANPERFMACTINCOMMUNICATIONSELFREFERENCEOFKINSHIPTERMSINMODERNCHINESECANNOTONLYSHOWTHERELATIONSHIPBETWEENTHESPEAKERTHECOMMUNICATBUTALSOMAKETHESPEAKER’SEMOTIONATTITUDEETCSALIENTKINSHIPTERMSUSEDASSELFREFERENCECARRYAPARTICULAR‘ILLOCUTIONARYFCE’WEMAKEARESEARCHONTHEEXPRESSIVEFUNCTIONOFKINSHIPTERMSINTSAOYU’SPLAYSTHEFINDINGISTHATEXPRESSIVE

簡(jiǎn)介：上磣腳范大誓碩士學(xué)位論文Y931931論文題目現(xiàn)代漢語(yǔ)“畢竟”類副詞研究學(xué)院對(duì)外漢語(yǔ)學(xué)院專業(yè)語(yǔ)言學(xué)及應(yīng)用語(yǔ)言學(xué)研究方向?qū)ν鉂h語(yǔ)教學(xué)研究生姓名張秋杭指導(dǎo)教師齊滬揚(yáng)教授完成日期二零零六年五月ABSTRACTTHERESEARCHOBLECTOFTHETHESISISTHE蘆OUPOFMOODADVERBSOF“BIJING”CATE90RY，BASEDONTHEANALYSIS0F1ANGUAGCDATA，THETHESISPRESEMSTHEPARTIALCORRESPONDINGRELATIONSBE咐EENMEANILLGANDFO加鋤0NGWORDSINTH主S黟OUP，ANDREVEALSTLENILESOFTHEIFUSAGEINMODE功、HILLESEILFALLSJ11T05CHAPTERSCHAPTER1INTRODUCTIONTHISPARTIMRODUCESTHEPURPOSE，SIGNIFICANCETHEORETICALBASIS，INVESTIGATIONMETHODSANDTHESOURCESOF1ANGUAGEDATAADETAIKDL“ERATUREREVIEWISALSOMADE，INCLUDINGTHECURRENTRESEARCHONMOODANDMODALITYWITHIⅡANDOUTSIDEOFCHINA，ANDTHEGENERALSITUATIONOFSTUDIESONTHE“B巧N曠CATEGORYCHAPTER2NATUREANDCATE90RYT11ISPANSTARTSBYDEFINILLGTHEBASICNATURE0FTHE“B“NG”MOODADVERBSITPOINTS叫TTHATTLLESEWORDSAREHIGH一1EVELPREDICATESSVNTACTICALLVANDMODALMARKERSSEMANTICANY，ANDTHEYDENOTETHESUBJECTIVEIUDGMENTANDATTITUDEOFSPEAKERSTOWARDSPROPOSITIONSEXPRESSEDTHEN，BYEXAMININ2T11ESEMALLTICENTRIES0FEACHWORDAND∞MBINEDWITHMORPHOLO舀CALSIMILARITIESANDDIFF；ERENCES，ITDIVIDESTHEWORDSOFTHISCATE90RYINTOFOURGROUPS，THUSSDECIFVINGTHEIRSCOPESANDSHOWSTHEIⅡTRAMURALSEMANTICDIS啊BUTIOⅡCHAPTER3SENSEANDDISTRIBUTIONTHISCHAPTERAPPMACHESFROMTHEPERSPECTIVEOFSEMAILTICFUNCTIONANDSEMANTICSTMCTURE，ITALSOSPECMESTHEMOODSENSES0FWORDSTHISCATEGO以WEDEEMTLLATTHEADVERBSOFTHISCATE90FYEXPRESSTLLEMOOD0FCOJ珊ATJON，WHICHFUNCTIONSONTHEWHOLEPROPOSITION，EXCLUDIILGOTHERMODALELEMENTSTHEBASJCUSA2ESOFTLLESEWORDS如NHERTESTIFYTHATTHEYHAVEMOODSENSESCHAPTER4EXPRESSIONAILDFUN甜0NREFEMNGTOTHEMARKTHEORYINPRAGM越ICSANDTLLEORYOFMETAP糟舯ATIC鋤LYSIS，THISCHAPTERENDEAVORSTODISCUSST量LEEXPRESSIVEF11NCTIONOF“BIJING”CATEGORYFROMTHEAN百EOFSPEAKERSASPRA鯽ATICMARKERS，THISCATE腫RVOFWORDSISTHERENECTIONOFMETAPRAGRNATICAWARENESSOFSPEAKERS，ANDITHASTHEFUNCTIONSOFMAKINGDEARPFESUPPOSITIONS，EMPHATICF11NCTIOⅡANDEASINGFUNCTIONCHA口TER5THESEMALLTICANALYSISOFM00DADVERB“BIJING”THJSCHAPTERISACASESTUDVTHISPAPERBASEDONTHEDISTINCTIONSANDRELATIONSLLIPSOFBASICSENSEANDDERIVATIVESENSEOFADVERBS，EXPO矗DS也OMUGLLLYDI臟REMSENSESOF‘‘BIJING”ATTHESYNCHRONJCLEVEL，ANDBYEMPLOYINGMETHODSOFS鋤A芏1虹CBACK孽OUNDANALYSIS，百VESASUMMARYOFTHEP血CIPALUSAGES0F“BIJING”ANDITSTEXTUALFUNCTIONSTHEDEVELOPMEMALRELATIONSHIPSBETWEENDI丘ERENTSENSESOF“BI證NG”AREFUNHERDISCUSSEDFROM也EDIACHRONICPERSPECTIVEGUJDEDBYTTLETHEORYOF掣紐MATICALIZATIOⅡKEYWORDSMOODMODALITYBASICNATURESEMANTICDISTRIBUTIONMOODOF∞NFI皿ATIONPRA舯ATICMARKERSANALYSISOFSEMALLTICBACKGROUND

簡(jiǎn)介：?jiǎn)挝淮a0231學(xué)，，號(hào)2014732004碩士學(xué)位論文漢語(yǔ)國(guó)際教育視域下的對(duì)蒙漢語(yǔ)委婉語(yǔ)教學(xué)研究學(xué)科專業(yè)F研究方向。作者姓名指導(dǎo)教師語(yǔ)言學(xué)及應(yīng)用語(yǔ)言學(xué)漢語(yǔ)本體及應(yīng)用研究恩赫戴云教授一哈爾濱師范大學(xué)二。一八年六月ATHESISSUBMITTEDFORTHEDEGREEOFMASTERASTUDYOFTHETEACHINGOFEUPHEMISMINMONGOLIANCHINESEFROMTHEPERSPECTIVEOFCHINESEINTERNATIONALEDUCATIONCANDIDATEENKHMAASUPERVISORPROFESSORSPECIALITYLINGUISTICSANDAPPLIEDLINGUISTICSDATEOFDEFENCEMAY，2018DEGREECONFERRINGINSTITUTIONHARBINNORMALUNIVERSITY

簡(jiǎn)介：分類號(hào)學(xué)校代碼Q量壘至密級(jí)學(xué)號(hào)L至Q12Q2Q璺013泰國(guó)達(dá)信學(xué)校漢語(yǔ)教學(xué)現(xiàn)狀研究THESTUDYOFCHINESELANGUAGETEACHINGINTAKSINRAYONGSCHOOLTHAILAND研究生姓名王悅指導(dǎo)教師姓名、職稱張紅教授學(xué)科專業(yè)研究方向漢語(yǔ)國(guó)際教育漢語(yǔ)教學(xué)湖南師范大學(xué)學(xué)位評(píng)定委員會(huì)辦公室二零一四年五月ABSTRACTTHAILANDISLOCATEDINSOUTHEASTASIAANDHASMAINTAINEDADEEPFRIENDSHIPANDALONGHISTORYOFCULTURALEXCHANGEWITHCHINADURINGTHEMINGDYN嬲夠ZHENGISONEOFTHEEARLIESTVOYAGESFROMCHINAZHENGTROOPSHELPEDDEFEATTHEKINGOFTHAILANDTOTHETHAIBURMESEMILITARYAGGRESSIONAFTERZHENGDEFEATEDTHEBURMESEINVADERSTHEKINGOFTHAILANDEARNESTLYREQUESTEDZHENGTOSTAYINSOMEPARTSOFTHAILANDTOHELPTHEPEOPLEANDTHESEPEOPLEARETHEANCESTORSOFCHINESEINTHAILANDHENCEFORTH，THECULTURESTRADITIONANDTHELANGUAGEITSELFHAVEBECOMEVERYPOPULISTAMONGTHEPREDECESSORSOFTHECHINESEMIGRATEDIN111AILANDTHAILANDTHAKSINSCHOOLINTHEEASTERNCOASTALAREASOFTHAILANDRAYONGMARSHWASBUILDIN2010ANDISNAMEDAFTERROYALNAMESOFTHAILANDTHESCH001CURRICULUMINCLUDESEXTRACURRICULARCHINESELANGUAGECLASSESFORSTUDENTSWHOAREINTERESTEDINLEARNINGCHINESETHISRESEARCHISTOUNDERSTANDTHECHINESELANGUAGETEACHINGINTHAILANDTHAKSINSCH001ITINCLUDESTHEPOLICY，SCHOOLS，TEACHERS，TEACHINGMATERIALSANDSTUDENTSTHELITERATUREREVIEWCONSISTSOFFIELDWORKMETHODS，QUESTIONNAIRE，INTERVIEWSWITH3CHINESETEACHERSAND29CHINESESTUDENTSTHESISCONSISTSOFTHEFOLLOWINGPARTS，EACHPARTREADSASFOLLOWSINTRODUCTIONSECTIONINCLUDESTHEPURPOSEANDSIGNIFICANCEOFTHEⅡ

簡(jiǎn)介：論文題目吉爾吉斯斯坦?jié)h語(yǔ)學(xué)習(xí)者社交范疇的語(yǔ)用偏誤考察學(xué)科專業(yè)漢語(yǔ)國(guó)際教育申請(qǐng)|人月亮指導(dǎo)老師劉慧清姚占龍論文類型應(yīng)用研究中文摘要目前中國(guó)學(xué)術(shù)界對(duì)外國(guó)留學(xué)生漢語(yǔ)習(xí)得語(yǔ)用偏誤的研究頗多，但都是以研究英語(yǔ)系國(guó)家的留學(xué)生居多，或者是研究東南亞留學(xué)生的漢語(yǔ)習(xí)得語(yǔ)用偏誤。并且研究的深度與廣度遠(yuǎn)遠(yuǎn)不夠。對(duì)吉爾吉斯斯坦?jié)h語(yǔ)學(xué)習(xí)者語(yǔ)用偏誤的研究幾乎沒有。而本文將在前人研究的基礎(chǔ)上，對(duì)吉爾吉斯斯坦?jié)h語(yǔ)學(xué)習(xí)者語(yǔ)用偏誤的類型、產(chǎn)生偏誤的深層原因以及應(yīng)對(duì)策略進(jìn)行深入細(xì)致的研究。本文首先運(yùn)用問卷調(diào)查法對(duì)吉爾吉斯斯坦?jié)h語(yǔ)學(xué)習(xí)者社交范疇的語(yǔ)用偏誤進(jìn)行了調(diào)查，并運(yùn)用系統(tǒng)分析法將其歸為三類稱呼語(yǔ)層面的語(yǔ)用偏誤，寒暄語(yǔ)層面的語(yǔ)用偏誤，告別語(yǔ)層面的語(yǔ)用偏誤。在這一基礎(chǔ)上，又分析了吉爾吉斯斯坦?jié)h語(yǔ)學(xué)習(xí)者社交范疇語(yǔ)用偏誤的具體原因母語(yǔ)負(fù)遷移的影響，吉爾吉斯斯坦背景文化的影響，吉爾吉斯斯坦?jié)h語(yǔ)學(xué)習(xí)者不適應(yīng)的學(xué)習(xí)心態(tài)?；诖?，本文又運(yùn)用經(jīng)驗(yàn)總結(jié)法深入探究了預(yù)防吉爾吉斯斯坦?jié)h語(yǔ)學(xué)習(xí)者社交范疇語(yǔ)用偏誤的應(yīng)對(duì)策略。從教學(xué)角度可采取以下舉措明確以吉爾吉斯斯坦?jié)h語(yǔ)學(xué)習(xí)者為對(duì)象的語(yǔ)用教學(xué)目的；遴選用于漢語(yǔ)語(yǔ)用教學(xué)的優(yōu)質(zhì)教材；著力改進(jìn)漢語(yǔ)教學(xué)方法；加強(qiáng)吉爾吉斯斯坦?jié)h語(yǔ)學(xué)習(xí)者漢語(yǔ)文化知識(shí)的教學(xué)。從學(xué)生角度，可如下操作不斷深化漢語(yǔ)語(yǔ)用使用規(guī)則的學(xué)習(xí)，進(jìn)一步改變學(xué)習(xí)的具體方法，不斷強(qiáng)化克服學(xué)習(xí)困難的能力。關(guān)鍵詞吉爾吉斯斯坦?jié)h語(yǔ)學(xué)習(xí)者交際語(yǔ)使用目錄第一章緒論111選題的意義112國(guó)內(nèi)外研究現(xiàn)狀1121國(guó)外研究現(xiàn)狀1122國(guó)內(nèi)研究現(xiàn)狀313研究的范圍514研究的方法515語(yǔ)用偏誤的界定6第二章吉爾吉斯斯坦?jié)h語(yǔ)學(xué)習(xí)者社交范疇的語(yǔ)用偏誤種類721稱呼語(yǔ)層面的語(yǔ)用偏誤7211對(duì)年長(zhǎng)者稱呼的偏誤7212對(duì)教師稱呼的偏誤722寒暄語(yǔ)層面的語(yǔ)用偏誤8221談?wù)撃挲g的寒暄偏誤8222談?wù)撋畹暮哑`9223應(yīng)對(duì)夸獎(jiǎng)的寒暄偏誤1023告別語(yǔ)層面的語(yǔ)用偏誤1L231告別語(yǔ)的偏誤11232送別語(yǔ)的偏誤11第三章吉爾吉斯斯坦?jié)h語(yǔ)學(xué)習(xí)者社交范疇語(yǔ)用偏誤的具體原因1331文化負(fù)遷移的影響1332吉爾吉斯斯坦背景文化的影響1433吉爾吉斯斯坦?jié)h語(yǔ)學(xué)習(xí)者不適應(yīng)的學(xué)習(xí)心態(tài)17第四章預(yù)防吉爾吉斯斯坦?jié)h語(yǔ)學(xué)習(xí)者社交范疇語(yǔ)用偏誤的應(yīng)對(duì)策略2041教學(xué)策略20411明確以吉爾吉斯斯坦?jié)h語(yǔ)學(xué)習(xí)者為對(duì)象的語(yǔ)用教學(xué)目的20412遴選用于漢語(yǔ)語(yǔ)用教學(xué)的優(yōu)質(zhì)教材21III

簡(jiǎn)介：湖南大學(xué)碩士學(xué)位論文漢語(yǔ)普通話中的方位主語(yǔ)結(jié)構(gòu)研究姓名龔敏杰申請(qǐng)學(xué)位級(jí)別碩士專業(yè)外國(guó)語(yǔ)言學(xué)與應(yīng)用語(yǔ)言學(xué)指導(dǎo)教師寧春巖20090420碩L學(xué)位論文ABSTRACTTHISTHESISSTUDIESTHELOCATIVESUBJECTCONSTRUCTIONHENCEFORTHLSCINMANDARINCHINESE．THECONSTRUCTIONCANTAKEALOCATIVEPHRASEASSUBJECTANDATRANSITIVEVERBORINTRANSITIVEVERBEITHERUNERGATIVEORUNACCUSATIVEASPREDICATE．BECAUSETHEAGENTOFTHETRANSITIVEVERBORUNERGATIVEVERBINANLSCMAYNOTBEREALIZEDATTHESURFACEFORM，THEFIRSTPROBLEMTOBETACKLEDINTHISTHESISISTOMAKESUREWHETHERITISADROPORDELETION．DROPMEANSTHATTHEAGENTISREALIZEDASANEMPTYCATEGORY．DELETIONACTUALLYMEANSTHATTHEAGENTROLEISNOTREQUIREDBYTHEVERBAL．PREDICATE．INTHISSTUDYIPROPOSEEVENTUALITYCONSTRAINTOFINCORPORATIONHENCEFORTHECIANDBASEDONITIPOINTOUTTHATBOTHDROPANDDELETIONOCCURINLSCSWITHTRANSITIVEVERBS．THEDELETIONISEXPLAINEDWITHTHEHELPOFHUANG’S19975354PROPOSALTHATTHEREARECOVERTVERBSASEVENTUALITYPREDICATESINMANDARIN．THEAGENTISDELETED，BECAUSETHECOVERTVERBCAUSEWHICHSELECTSANAGENTISNOTPUTINTOTHESTRUCTURE．BYSMITH’S1991TWOCOMPONENTTHEORYANDECI，IALSOEXPLAINTHEINCOMPATIBILITYBETWEENTHEASPECTUALMARKERZHEANDTHEAGENTARGUMENTINANLSC．THEASPECTUALMARKERZHEMAKESANACCOMPJISHMENTVERBUNABLETOASSUMECAUSATIVEEVENTUALITY．ACCORDINGTOECI，ICANNOTBEINCORPORATEDTOACAUSEANDNOAGENTISSELECTED．THEDROPPRODUCESAPROWHICHISPROVEDTOBEPOSSIBLEINSPECVPINANLSCINQUESTION，AGOVERNEDPOSITION．IPROVETHATTHESPECVPISINVISIBLETOTHEBINDINGTHEORY．THEREFORE，APROCANSTILLBEPRESENTANDGOVERNEDINSPECVP,ALTHOUGHAPROISOFTHEFEATURE【ANAPHOR,PRONOMINAL】ANDSUPPOSEDTOBENOTGOVERNEDACCORDINGTOPROTHEOREM．INTHEMEANWHILE，THELOCATIVEPHRASEINSUBJECTPOSITIONISINFACTANELEMENTINSERTEDTHERETOMEETTHEREQUIREMENTOFEXTENDEDPROJECTIONPRINCIPLE．THEDERIVATIONOFANLSCISBASEDONANEMPTYYOU“HAVE”INMYACCOUNT．THEEMPTYYOUCAUSESAVERBINTHE．COMPLEMENTIPTOBEINCORPORATEDTOIT，F(xiàn)ORITLACKSPHONOLOGICALFORMANDNEEDSTOBESUPPORTEDBYAPHONOLOGICALLYFULLELEMENT．AFTERTHEINCORPORATIONMOVEMENT，THEINVERSIONLIKEWORDORDEROFANLSCISPRODUCED．WHENTHEVERBINANLSCISANUNACCUSATIVEVERB，THECASEASSIGNMENTFORPOST．VERBALNPPROVESTOBENOPROBLEM．THEPOSTVERBALNPISINSUBJECTPOSITIONBEFORETHEINCORPORATIONMOVEMENTANDGETSANOMINATIVECASENEEDED．SO，INMYANALYSIS，THEREISNOCASEASSIGNMENTTROUBLEATA11．THEDERIVATIONBASEDANEMPTYYOU“HAVE’’ALSOACCOUNTSFORTHENUMBEROFARGUMENTSINANLSC．EMPTYYOU“HAVE’’REQUIRESALOCATIONIII

簡(jiǎn)介：ACOUSTICANALYSIS0FTHⅢLANDSTUDENTS’CHD旺SEFRICATⅣESACQUISITIONADISSERTATIONSUBMITTEDTOTHEGRADUATESCHOOLOFHENANNORMALUNIVERSITYINPARTIALFULFILLMENTOFTHEREQUIREMENTSFORTHEDEGREEOFMASTEROFTEACHINGCHINESETOSPEAKERSOFOTHERLANGUAGESBYWANGSHANSHANSUPERVISORPROFCHENYUMAY2014ABSTRACTTHISPAPERSELECTEDFOUROVERSEASSTUDENTSFROMTHAILANDANDFOURUNDERGRADUATESTUDENTSSTUDYINGINHENANNORMALUNIVERSITY，COMBINEDWITHTHEPROBLEMSINMYTEACHINGPROCESS，TOMAKEAPRONUNCIATIONSTATEMENTPPTTHROUGHTHEREPRESENTATIVEWORDS，THISEXPERIMENTFINISHEDTHERECORDINGINTHEVOICELABORATORYHENANNORMALUNIVERSITY，ANDMADEAPOSTPROCESSINGBYMODEMVOICESOFTWARE，THISPAPERAPPLIEDTHETHEORYANDMETHODOFPHONETICSPACEANALYSIS，ATTHESARNETIME，APPLIEDTHETHEORYANDTHINKINGOFTHESOUNDPATTERN，MADEUSEOFTHERESEARCHRESEARCHRESULTOFSVANTESSONANDMODERNSPEECHS01ARECOOLEDIT，MINISPEECHLABANDSOON，TOGETSPECTRALCENTROIDFOREACHSPEAKERINTHAILANGANDTHEDEGREEOFDISPERSION，ANDTHECORRESPONDINGGVALUE，DVALUEANDTHEAVERAGEVALUE，ANDMADEAFRICATIVESPACEPRONUNCEDBYCHINESEANDTHAIPEOPLE，WHICHCANMAKEACOMPARISONOFACOUSTICCHARACTERISTICSOF4CHINESEAND4THAIPEOPLEPRONOUNCED3CLEARSTRONGFRICATIVESAND1VOICESDFRICATIVE，MEANWHILETHEAUTHORMADEACONCLUSIONTHATTHEDISTRIBUTIONRANGEOFCHINESEFRICATIVEPRONUNDMIONISSETINTHAILAND，F(xiàn)RICATIVEDISTRIBUTIONRANGEOFSPEAKERSANDWIDELYSCATTERED，ANDTHEREAREMANYDOUBFICAFIONSINTHEBOUNDOFTHESEFRICATIVESATTHESAMETIME，THROUGHTHEFRICATIVEPAREMCHARTSFROMTHAILANDSPEAKERS，THEAUTHORSUMMEDUPTHECHINESEFRICATIVER?！緼NDX【G】CALLBEUSEDBYTHAILANDSTUDENTSASTOTHEIRACQUISITIONOFPRONUNCIATIONISSIMILARWITHCHINASTUDENTS，ESPECIALLYR?！浚籗INGLECONSONANT【S】；BUTSINGLEDOESNOTEXISTINTHAILANGUAGE，WHICHISTHEIMPORTANTCAUSECONFUSEDTHAILANDSTUDENTWHOCAN’TDISTINGUISHSAND【SKEYWORDSFRICATIVE，ANALYSISOFTHEACOUSTICFRICATIVE，F(xiàn)RICATIVEPATTERN，GRAVITY，DISPERSIONIIJ

簡(jiǎn)介：APPLICATIONRESEARCHOFDRAMATEACHINGMETHODINTHECULTURETEACHINGINTCFLADISSERTATIONSUBMITTEDTOTHEGRADUATESCHOOLOFHENANUNIVERSITYINPARTIALFULFILLMENTOFTHEREQUIREMENTSFORTHEDEGREEOFMASTEROFMTCSOLBYSUPERVISORPROF．GUOHUADATEMAY，2014摘要戲劇化教學(xué)法是將戲劇表演運(yùn)用到知識(shí)傳授和技能培養(yǎng)中的一種教學(xué)方法。如今已經(jīng)廣泛應(yīng)用于二語(yǔ)教學(xué)。對(duì)外漢語(yǔ)教學(xué)包括語(yǔ)言教學(xué)和文化教學(xué)兩個(gè)部分。一方面，近年來(lái)，越來(lái)越多的外國(guó)留學(xué)生懷著對(duì)中國(guó)文化的熱衷來(lái)到中國(guó)學(xué)習(xí)，文化教學(xué)的重要作用已經(jīng)顯而易見。而另一方面，語(yǔ)言是不能脫離文化而單獨(dú)存在的，在學(xué)習(xí)語(yǔ)言本體的同時(shí)也要進(jìn)行文化方面的學(xué)習(xí)。只有在語(yǔ)言教學(xué)中加入適當(dāng)?shù)奈幕虒W(xué)，才能幫助外國(guó)留學(xué)生更準(zhǔn)確更流利更得體地運(yùn)用漢語(yǔ)進(jìn)行交流。當(dāng)下的對(duì)外漢語(yǔ)語(yǔ)言教學(xué)已經(jīng)有較多的創(chuàng)新教學(xué)法，戲劇化教學(xué)法也普遍應(yīng)用于語(yǔ)言教學(xué)之中，而文化教學(xué)部分卻在一定程度上沒有得到足夠的重視。當(dāng)前對(duì)外漢語(yǔ)文化教學(xué)存在著一些不足之處，專門的文化課教學(xué)研究不夠深入，缺失非語(yǔ)言文化教學(xué)，課型和教學(xué)法單一等等。文化本來(lái)就是抽象不易理解的，需要一種貼近學(xué)生、貼近生活的教學(xué)方式。戲劇化教學(xué)法，貼近學(xué)生和生活，其生動(dòng)有趣的多樣化教學(xué)模式也為課堂氣氛的良好調(diào)動(dòng)起到有效的作用，讓學(xué)生在輕松愉快的環(huán)境之下，身臨其境地感受漢文化的熏陶。采用這樣的戲劇化教學(xué)法可以使文化教學(xué)達(dá)到事半功倍的效果。本文參考戲劇化教學(xué)法的研究文獻(xiàn)，分列了幾種戲劇化教學(xué)法的模式和優(yōu)點(diǎn)，也分析了在對(duì)外漢語(yǔ)教學(xué)中文化教學(xué)的重要性，文化教學(xué)對(duì)于不同漢語(yǔ)程度留學(xué)生所使用的方式方法。分別結(jié)合實(shí)例討論了對(duì)于不同類型的文化教學(xué)內(nèi)容所采用的不同模式的戲劇化教學(xué)法，提高留學(xué)生的語(yǔ)言交際能力和學(xué)習(xí)理解運(yùn)用漢語(yǔ)的能力。關(guān)鍵詞戲劇化教學(xué)法，對(duì)外漢語(yǔ)教學(xué)，文化教學(xué)

簡(jiǎn)介：西南交通大學(xué)碩士學(xué)位論文漢語(yǔ)詞綴“性”與其對(duì)應(yīng)項(xiàng)的互譯及互譯過程姓名史文利申請(qǐng)學(xué)位級(jí)別碩士專業(yè)外國(guó)語(yǔ)言學(xué)及應(yīng)用語(yǔ)言學(xué)指導(dǎo)教師傅勇林20050401堡童塞壅查燮堡圭墮窶塞鱟垡鎏塞篁鋈二ABSTRACTTHESTUDYOFTHECHINESEENDINGSHASLONGBEENAFOCUSINTHEFIELDOFCHINESEMORPHOLOGY．ALTHOUGHCHINESEISAKINDOFLANGUAGETHATLACKSMORPHOLOGICALVARIATION，ITISSTILLNECESSARYTOANALYZETHEWORDSTRUCTUREA玳{USAGEOFTHECHINESELANGUAGE．BECAUSEITCHANGESWITHTHEDEVELOPMENTOFSOCIETYANDISINFLUENCEDBYENGLISHINMANYASPECTS．THISTHESIS，F(xiàn)OCUSEDONTHECHINESEENDING‘XING’F注，CONDUCTSADETAILEDINVESTIGATIONOFTHERELATIONANDDIFFERENCESBETWEENTHECHINESEENDING“XING’ANDITSENGLISHCOUNTERPARTS。ITISCOMPOSEDOFEIGHTCHAPTERS．THEENDING“XING”ANDITSENGLISHEQUIVALENTSAREDISCUSSEDFROMDIFFERENTANGLESOFLINGUISTICS,INCLUDINGMORPHOLOGY,SEMANTICSANDSYNTAXASWELLASPRAGMATICEFFECTIONOFCHINESEENDING“XING’．INAWORD．ITPRESENTSACONTRASTBETWEENTHECHINESEENDING‘XING’ANDITSENGLISHEQUIVALENTS．INORDERTODEMONSTRATEANDPROVEMYOPINION，LHAVECOLLECTEDEXAMPLESFROMVARIOUSKINDSOFAUTHODTATIVEMAGAZINES．THEANALYSISWILLHELPPEOPLEUNDERSTANDTHEMUTUALTRANSLATINGANDTRANSLATIONSMOREACCURATELYANDCLEARLY．FROMTHEANALYSISANDDISCUSSION，,TARECANACHIEVETHEFOLLOWINGPOINTS。FIRST，THEAPPEARANCEOFTHECHINESEENDING‘XING’HASITSSPECIALMOTIVATIONSANDITSORIGINISUNITARYWHILEITSCORRESPONDINGENGLISHSUFFIXESAREMULTIPLEX．SECOND，THECHINESEENDING“XING’ANDITSENGLISHCOUNTERPARTSAREDIFFERENTINMORPHOLOGY．WHENTHESUFFIXORENDINGISADDED．THEENGL}ISHWORDORROOTWILIBECOMEANOUN．BUTTHECHINESEWORDMIGHTBECOMEANOUNORANADVERB．THIRDLY,THECHANGEISGREATERINSEMANTICSINCHINESETHANINENGLISH．確ESUFFIXORENDINGWILLMAKETHESTRUCTUREMOREFLEXIBLEINBOTHLANGUAGES．MOREOVER,THECHINESEENDING‘XING”HASITSOWNUNIQUECHARACTERSASARESULT，THEVARIOUSPOSSIBILITIESINTRANSLATINGLEADTODIFFERENTTRANSLATIONS．KEYWORDSCHINESEENDING‘‘XING’ENGLISHAFFIXESMUTUALTRANSLATINGTRANSLATIONS

簡(jiǎn)介：漢語(yǔ)“連”字句中文提要漢語(yǔ)“連”字句中文提要文章首先分析了“連”字句的生成及發(fā)展過程，然后結(jié)合所得出的結(jié)論分析了現(xiàn)代漢語(yǔ)“連”字句中的一些問題。本文認(rèn)為，“連”字是個(gè)表示強(qiáng)調(diào)的助詞。在宋元明清，“連”字句的強(qiáng)調(diào)作用是由“連”和副詞共同賦予的，所以那時(shí)“連”和副詞都可以自由地省略而發(fā)展到現(xiàn)代漢語(yǔ)，強(qiáng)調(diào)作用轉(zhuǎn)為主要由副詞承擔(dān)，所以現(xiàn)代漢語(yǔ)中“連”字省略相當(dāng)?shù)刈杂?，而副詞幾乎不能省略但有時(shí)由于相關(guān)句法的制約，“連”字省略也不是絕對(duì)自由的。另外，我們對(duì)省略了“連”字的“連”字句和“也都還”一般用法的句子作了區(qū)別，討論了“連”字句肯定式與否定式互轉(zhuǎn)的制約因素。在文章的最后，簡(jiǎn)單地分析了“連也都”和“連還”的共同點(diǎn)及差別，統(tǒng)計(jì)了它們?cè)谡Z(yǔ)言中的使用情況。關(guān)鍵詞“連”字句“和”字句包括省略“連也都”“連還”強(qiáng)調(diào)作者杜林指導(dǎo)老師李明副教授孔46188蘇州大學(xué)學(xué)位論文獨(dú)創(chuàng)性聲明及使用授權(quán)聲明學(xué)位論文獨(dú)創(chuàng)性聲明本人鄭重聲明所提交的學(xué)位論文是本人在導(dǎo)師的指導(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，本論文不含其他個(gè)人或集體已經(jīng)發(fā)表或撰寫過的研究成果，也不含為獲得蘇州大學(xué)或其它教育機(jī)構(gòu)的學(xué)位證書而使用過的材料。對(duì)本文的研究作出重要貢獻(xiàn)的個(gè)人和集體，均已在文中以明確方式標(biāo)明。本人承擔(dān)本聲明的法律責(zé)任。研究生簽名杠林日期只科鄉(xiāng)多學(xué)位論文使用授權(quán)聲明蘇州大學(xué)、中國(guó)科學(xué)技術(shù)信息研究所、國(guó)家圖書館、清華大學(xué)論文合作部、中國(guó)社科院文獻(xiàn)信息情報(bào)中心有權(quán)保留本人所送交學(xué)位論文的復(fù)印件和電子文檔，可以采用形印、縮印或其他復(fù)制手段保存論文。本人電子文檔的內(nèi)容和紙質(zhì)論文的內(nèi)容相一寒，稼在保密期內(nèi)的保密論文外，允許論文被查閱和借閱，可以公布包括刊登論文的全徽或部分內(nèi)容。論文的公布包括刊登授權(quán)蘇州大學(xué)學(xué)位辦辦理。研究生名一絲全導(dǎo)師簽名泰八日期201衛(wèi)日期LTYSI

簡(jiǎn)介：重慶大學(xué)碩士學(xué)位論文現(xiàn)代漢語(yǔ)“原型受事謂語(yǔ)原型施事”序列主賓易位句的構(gòu)式分析姓名李微微申請(qǐng)學(xué)位級(jí)別碩士專業(yè)外國(guó)語(yǔ)言學(xué)及應(yīng)用語(yǔ)言學(xué)指導(dǎo)教師余渭深20090603ABSTRACTTHEMODEMCHINESES0REVERSIBLESENTENCESREFERTOSENTENCESINWHICHTHEPOSITIONSOFTHESUBJECTANDTHEOBJECTAREREVERSIBLEWITHTHEVERBANDTHESENTENCEMEANINGOFLOGICALTRUTHVALUEREMAININGUNCHANGEDMAINLYEMPLOYINGTHEBOTTOM叩”METHOD，PREVIOUSRESEARCHESFOCUSONTHECLASSIFICATIONSOFTHEREVERSIBLESENTENCESANDTHEDESCRIPTIONSOFREVERSIBILITYRESTRICTIONSINALLORPARTOFTHEREVERSIBLESENTENCESTRUCTURESTHEINTRODUCTIONOFCGCONSTRUCTIONGRAMMARPROVIDESANEWPERSPECTIVETOSTUDYTHEREVERSIBLESENTENCESATTHESAMETIME，SOFARNESEARCHESEXCLUSIVELYFOCUSON“PROTOPATIENTVPPROTOAGENT”O(jiān)RDERSENTENCESTRUCTURES1’LLISTHESISISJUSTINTENDEDTOTAKETHEMASTHERESEARCHFOCUSANDEXPLOREWHATANDWHYCONCERNINGTHEREVERSIBILITYRESTRICTIONSINTHEMWITHCGAPPROACHGOLDBERG1995THINKSTHAT“ACONSTRUCTL0NISAFORMMEANINGPAIR’Q4THE“PROTOPATIENTVPPROTOAGENT”O(jiān)RDERREVERSEDSENTENCESTRUCTURESANDTHEIRCORRESPONDENT“PROTOAGENTVPPROTOPATIENT’ORDERSENTENCESTRUCTURESHAVEDIFFERENTFORMSANDCOGNITIVEMEANINGSANDTHEREFOREBELONGTODIFFERENTCONSTRUCTIONSTHEREVERSIONPROCESSFROMTHE“PROTOAGENTVPPROTOPATIENT’ORDERSENTENCESTRUCTURETOTHE“PROTOPATIENTVPPROTOAGENT’ORDERREVERSEDSENTENCESTRUCTUREISCOERCEDBYTHECONSTRUCTIONINSTANTIATEDBYTHELATTERREVERSEDSENTENCESTRUCTURE，ASUCCESSINCOERCIONCANPRODUCEACCEPTABLEREVERSEDSENTENCES；AFAILUREINCOERCIONMAYLEADTOUNACCEPTABLEREVERSEDONESONTHEBASISOFTHEFORMSANDTHECOGNITIVESEMANTICSOFTHEEXISTING“PROTOPATIENTVPPROTOAGENT’’ORDERREVERSEDSENTENCESTRUCTURES，TWOTYPESOFCONSTRUCTIONSAREGENERALIZEDINTHISTHESISANDTHEIREXISTENCEISTESTIFIEDBYANALYZINGTHECONSTRUCTIONALCOERCIONSINTHESETWOCONSTRUCTIONS，THEREVERSIBILITYRESTRICTIONSONTHEREVERSIONPROCESSFROMTHE“PROTOAGENTVPPROTOPATIENT”O(jiān)RDERSENTENCESTRUCTURETOTHE“PROTOPATIENT～VPPROTOAGENT’ORDERREVERSEDSENTENCESTRUCTUREAREDESCRIBEDANDEXPLAINEDTHEPRESENTSTUDYSHOWSTHATTWOCONSTRUCTIONSAREINSTANTIATEDBYTHE“PROTOPATIENTVPPROTOAGENT’’ORDERREVERSEDSENTENCESTHEDISTRIBUTINGSHARINGCONSTRUCTIONANDTHERESULTATIVECONSTRUCTIONTHEDISTRIBUTINGANDSHARINGCONSTRUCTIONEXPRESSESAQUANTITYRELATIONOFDISTFIBUFINGANDSHARINGBETWEENTHEAGENTANDTHEPATIENTTHISCONSTRUCTIONALMEANINGCOERCESTHEVERB，THEAGENTANDTHEPATIENTINTONEWSEMANTICSORPROPERTIESTHERESULTATIVECONSTRUCTIONEXPRESSESTHESEMANTICSII

簡(jiǎn)介：華中師范大學(xué)碩士學(xué)位論文現(xiàn)代漢語(yǔ)“好不X”格式及其與“很不X”格式比較研究姓名周伊申請(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)教師李向農(nóng)20090401；∥R、㈣＼／碩士學(xué)位論文MASTER’STHESISABSTRACTTHEFORMOF“HAO好BU不X”SHOWINGTWOTYPESOFPOSITIVEANDNEGATIVESENSEOFTHESAMEFORM，WHICHISAVERYSPECIALPHENOMENONINMODEMCHINESELANGUAGEANDAROUSEDWIDECONCEMOFMANYLINGUISTICSCHOLARSASEARLYASTHEENDOFTHE20THCENTURYFROMTHEASPECTOFFORM，XCANBEADJECTIVES，VERBS，PHRASESORIDIOMS，BUTNOTALLOFTHEMCANMEETTHEREQUIREMENTANDENTERINTOTHEFORMOF“HAO好BU不X”FROMTHEASPECTOFMEANING，WHETHERDIFFERENTWORDSENTERINGINTOTHEFORMOF“HAO好BU不X”EXPRESSINGTHEMEANINGOFPOSITIVEORNEGATIVEISDIFFERENTSOMEWORDSENTERINGINTOTHEFORMOF“HAO好BU不X”CANONLYEXPRESSTHEMEANINGOFPOSITIVEORNEGATIVESOMEWORDSENTERINGINTOTHEFORMOF“HAO好BU不X”NOTONLYCANEXPRESSTHEPOSITIVEMEANINGBUTALSOCANEXPRESSTHENEGATIVEMEANINGWECALLONLYDETERMINEWHETHERITEXPRESSESPOSITIVEORNEGATIVEMEANINGINSPECIFICCONTEXTAMONGTHEM，SOMEWORDSENTERINGINTOTHEFORMCANEXPRESSPOSITIVEORNEGATIVEMEANINGHOWEVERDUETOITSOWNCHARACTERISTICSTHEYENTERINTOTHEFORMOF‘HAO好BU不X”，MAKINGTHEFORMOF“HAO好BU不X”TENDTOCHOOSENEGATIVEORPOSITIVEMEANINGATTHESAMETIME，MANYDICTIONARIESTENDTOEXPLAIN“HAO好BU不”EXPRESSINGNEGATIVEMEANINGAS“HENG艮BU不”，ANDINFACT，THEFORMOF“HAO好BU不X”ANDTHEFORMOF“HE很BU不X”HASDIFFERENCESINTHESEMANTICS，SYNTAXANDUSAGETLLISPAPERBASESONEXISTINGRESEARCHRESULTS，F(xiàn)OCUSESONANALYZINGOFTHEFORMOF“HAOOLFFBU不X”ITSELFANDONCOMPARATIVESTUDIESBETWEENTHEFORMOF“HAO好BU不X”ANDTHEFORMOF“HE很BU不X”ITATTEMPTSTOMAKEACOMPREHENSIVEANDSYSTEMATICDESCRIPTIONOFTHEFORMOF‘HAO好BU不X’ATTHESAMETIME，TOSHOWETHEUNIQUEVALUEOFTHEFORMOF“HAO好BU不X，’BYCOMPARATIVESTUDIESWITHTHEFORMOF“HE很BU不X”THEPAPERCONSISTSOFSIXPARTSTHEINTRODUCTIONMAINLYINTRODUCESTHEREASONOFCHOOSINGTHISTHEME，THEVALUE，THESOURCECORPUSANDRESEARCHSTATUS111EFIRSTPARTINTERPRETSCONSTRUCTIVEFOUNDATIONOFTHEFORMOF‘HAO好BU不X”，DIVIDINGTHEFORMOF“HAO好BU不X”INTO3TYPES，F(xiàn)ROMSEMANTICASPECTS，WHICHARE“好不X肯“‘好不X否”AND‘好不X肯／否”，POINTINGOUTTHAT“好不”WHICHISACONSTITUENTOF“好不X肯”ISANADVERBANDANALYSESTHECHARACTERISTICSOFTHEPARTSOFSPEECHOFXTHESECONDII