簡介：分類號UDC基于行動研究法的密級編號學位申請人姓名劉慧絲申請學位學生類別全日劐塑士申請學位學科專業(yè)漢語國際教宣指導教師姓名鱟壹生副教授等文火論JEL，衛(wèi)髭位F泣蘆研學中士牟碩⑨碩士學位論文MASTER’STHESISLISTENINGANDSPEAKINGTRAININGINPREPARATORYCHINESETEACHINGBASEDONTHEORYOFACTIONRESEARCHATHESISSUBMITTED覷PARTIALFULFILLMENTOFTHEREQUIREMENTFORTHEMASTERDEGREEOFTEACHINGCHINESETOSPEAKERSOFOTHERLANGUAGESBYLIUHUIMINPOSTGRADUATEPROGRAMSCHOOLOFCHINESELANGUAGEANDLITERATURECENTRALCHINANORMALUNIVERSITYSUPERVISORZENGCHANGNIANACADEMICTITLEASSOCIATEPROFESSORSIGNATURE舀2I繼幽面APPROVEDAPRIL，2014

簡介：TEACHINGOFCHINESETEACULTUREINTEACHINGOFCHINESEASASECONDLANGUAGEADISSERTATIONSUBMITTEDTOTHEGRADUATESCHOOLOFHENANUNIVERSITYINPARTIALFULFILLMENTOFTHEREQUIREMENTSFORTHEDEGREEOFMASTEROFMTCSOLBYCHERTJUANSUPERVISORPROF．MAHUILINGMAY，2014摘要使留學生流利地運用漢語，增強他們的跨文化交際能力，這是對外漢語教學的根本目標。這就要求對外漢語教學不僅需要語言知識教學，更需要文化知識教學的輔助。因此，為解決漢語在國際推廣中所面臨的問題，我們必須要重視文化教學以及茶文化教學的相關(guān)研究，將語言與文化結(jié)合起來，開展具有中國特色的對外漢語茶文化教學活動。關(guān)于本文的寫作，筆者以茶文化教學為例，綜合學者、專家們對茶、茶具、茶藝、茶文化歷史等方面的研究。從語言和行為兩個角度出發(fā)，語言上以漢語和英語為代表，行為上以漢語和英語為母語的國家的文化作為主體，并從跨文化的角度分析了中英茶文化的異同。通過解讀對外漢語教學中的教材和大綱，結(jié)合作者自己的實踐經(jīng)驗與認識，有針對性地提出一些對外漢語教學中茶文化教學的策略和建議。論文的主要內(nèi)容包括以下幾部分第一章引言描述了對外漢語文化教學和茶文化教學的研究現(xiàn)狀，運用文獻資料法、對比分析法、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際漢語教學通用課程大綱的內(nèi)容，列舉出國內(nèi)現(xiàn)存的外漢語教學中含有茶文化教學的教材，并對這些教材進行研究分析。第三章從跨文化的角度對中英茶文化進行對比。文章主要從語言交際和非語言交際中的茶文化行為兩方面進行研究。第四章對目前的教學和研究現(xiàn)狀進行總結(jié)，找出對外漢語茶文化教學的不足之處，并提出自己的教學策略和建議。第五章以中國茶藝教學為中心，分別以初級階段和高級階段的教學為例，做出簡明的教學設(shè)計方案。結(jié)語部分是對全文進行了總結(jié)，并提出本文的不足和努力的方向。關(guān)鍵詞對外漢語教學，茶文化對比，茶文化教學，教學設(shè)計

簡介：LIILLIIIIILLLILLLII111Y3403556／縋碩士學位論文密級保密期限漢語國際教育專業(yè)碩士留學生培養(yǎng)模式的調(diào)查與分析CHINESEINTERNATIONALEDUCATIONINVESTIGATIONANDANALYSISOFTHETRAININGMODEOFMASTER’SSTUDENTS學號J丁姓名學位類別學科專業(yè)指導教師完成時間F16301087江羅娜漢語國際教育碩士劉宗保2018年3月謦大獨創(chuàng)，L_K聲明本人聲明所呈交的學位論文是本人在導師指導下進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或其他教育機構(gòu)的學位或證書而使用過的材料。與我一同工作的同志對本研究所做的任何貢獻均已在論文中作了明確的說明并表示謝意。學位論文作者簽名弓Y丐卻P簽字日期汐餾年F月／8日學位論文版權(quán)使用授權(quán)書本學位論文作者完全了解安徽大學有關(guān)保留、使用學位論文的規(guī)定，有權(quán)保留并向國家有關(guān)部門或機構(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)安徽大學可以將學位論文的全部或部分內(nèi)容編入有關(guān)數(shù)據(jù)庫進行檢索，可以采用影印、縮印或掃描等復(fù)制手段保存匯編學位論文。學位論文作者簽名虧≯羅讕P導師簽名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

簡介：廣西師范大學碩士學位論文現(xiàn)代漢語親屬稱謂語自稱及其翻譯策略研究姓名肖素英申請學位級別碩士專業(yè)課程與教學論英語指導教師韋漢20090401VASTUDYONSELFREFERENCEOFKINSHIPTERMSINMODERNCHINESEITSTRANSLATIONSTRATEGIESPOSTGRADUATEXIAOSUYINGGRADE2006MAJFEIGNLINGUISTICSAPPLIEDLINGUISTICSSUPERVISPROFESSWEIHANIENTATIONCOGNITIVELINGUISTICSABSTRACTINENGLISHTHEFOCUSOFTHISTHESISISSELFREFERENCEOFKINSHIPTERMSITSTRANSLATIONSTRATEGIESINMODERNCHINESETHOUGHSELFREFERENCEOFKINSHIPTERMSINMODERNCHINESEISVERYCOMMONITHASN’TRECEIVEDMUCHATTENTIONTHEFOLLOWINGTHREEASPECTSOFSELFREFERENCEOFKINSHIPTERMSINMODERNCHINESEHAVEBEENDEALTWITHSEMANTICCATEGIESEXPRESSIVEFUNCTIONSTRANSLATIONSTRATEGIESINTHEFIRSTINSTANCEEMPLOYINGMENTALROTATIONTHEYWELOCATETHEPOSITIONSOFTHEPARTICIPANTSINCOMMUNICATIONTHENINTHESPEAKER’SPERSPECTIVEWEDEFINETHETHREETERMSADDRESSEEREFERRINGTHESPEAKERREFERSTOHISHERCOMMUNICATIONPARTICIPANTSELFREFERRINGTHESPEAKERREFERSTOHIMHERREFERENCEREFERRINGTHESPEAKERREFERSTOATHIRDPARTYWHOWHICHISABSENTPRESENTINTHECOMMUNICATIONINCOMMUNICATIONTHESPEAKERCANMENTALLYROTATESANIMAGINED‘AVATAR’TOTHECOMMUNICATIONPARTICIPANTSTHESECONDPERSON‘YOU’PRESENTTHETHIRDPERSON‘HESHE’PRESENTABSENTTHENROTATESBACKTOTHESPEAKERHIMSELFHERSELFACCDINGTOTHISWEGENERALIZESELFREFERENCEOFKINSHIPTERMSINTOTHREESEMANTICCATEGIESSELFREFERENCEBASEDONTHESECONDPERSONSELFREFERENCEBASEDONTHEFIRSTPERSONSELFREFERENCEBASEDONTHETHIRDPERSONEACHCATEGYINCLUDESTWOSUBCATEGIESRESPECTIVELYMARKEDSELFREFERENCENONMARKEDSELFREFERENCEACCDINGTOJLAUSTINHISFOLLOWERTHEYADVANCERJRSEARL’SSPEECHACTTHEYLANGUAGECANNOTONLYBEUSEDTOREFERTOTHINGSBUTALSOITCANPERFMACTINCOMMUNICATIONSELFREFERENCEOFKINSHIPTERMSINMODERNCHINESECANNOTONLYSHOWTHERELATIONSHIPBETWEENTHESPEAKERTHECOMMUNICATBUTALSOMAKETHESPEAKER’SEMOTIONATTITUDEETCSALIENTKINSHIPTERMSUSEDASSELFREFERENCECARRYAPARTICULAR‘ILLOCUTIONARYFCE’WEMAKEARESEARCHONTHEEXPRESSIVEFUNCTIONOFKINSHIPTERMSINTSAOYU’SPLAYSTHEFINDINGISTHATEXPRESSIVE

簡介：上磣腳范大誓碩士學位論文Y931931論文題目現(xiàn)代漢語“畢竟”類副詞研究學院對外漢語學院專業(yè)語言學及應(yīng)用語言學研究方向?qū)ν鉂h語教學研究生姓名張秋杭指導教師齊滬揚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

簡介：單位代碼0231學，，號2014732004碩士學位論文漢語國際教育視域下的對蒙漢語委婉語教學研究學科專業(yè)F研究方向。作者姓名指導教師語言學及應(yīng)用語言學漢語本體及應(yīng)用研究恩赫戴云教授一哈爾濱師范大學二。一八年六月ATHESISSUBMITTEDFORTHEDEGREEOFMASTERASTUDYOFTHETEACHINGOFEUPHEMISMINMONGOLIANCHINESEFROMTHEPERSPECTIVEOFCHINESEINTERNATIONALEDUCATIONCANDIDATEENKHMAASUPERVISORPROFESSORSPECIALITYLINGUISTICSANDAPPLIEDLINGUISTICSDATEOFDEFENCEMAY，2018DEGREECONFERRINGINSTITUTIONHARBINNORMALUNIVERSITY

簡介：分類號學校代碼Q量壘至密級學號L至Q12Q2Q璺013泰國達信學校漢語教學現(xiàn)狀研究THESTUDYOFCHINESELANGUAGETEACHINGINTAKSINRAYONGSCHOOLTHAILAND研究生姓名王悅指導教師姓名、職稱張紅教授學科專業(yè)研究方向漢語國際教育漢語教學湖南師范大學學位評定委員會辦公室二零一四年五月ABSTRACTTHAILANDISLOCATEDINSOUTHEASTASIAANDHASMAINTAINEDADEEPFRIENDSHIPANDALONGHISTORYOFCULTURALEXCHANGEWITHCHINADURINGTHEMINGDYN嬲夠ZHENGISONEOFTHEEARLIESTVOYAGESFROMCHINAZHENGTROOPSHELPEDDEFEATTHEKINGOFTHAILANDTOTHETHAIBURMESEMILITARYAGGRESSIONAFTERZHENGDEFEATEDTHEBURMESEINVADERSTHEKINGOFTHAILANDEARNESTLYREQUESTEDZHENGTOSTAYINSOMEPARTSOFTHAILANDTOHELPTHEPEOPLEANDTHESEPEOPLEARETHEANCESTORSOFCHINESEINTHAILANDHENCEFORTH，THECULTURESTRADITIONANDTHELANGUAGEITSELFHAVEBECOMEVERYPOPULISTAMONGTHEPREDECESSORSOFTHECHINESEMIGRATEDIN111AILANDTHAILANDTHAKSINSCHOOLINTHEEASTERNCOASTALAREASOFTHAILANDRAYONGMARSHWASBUILDIN2010ANDISNAMEDAFTERROYALNAMESOFTHAILANDTHESCH001CURRICULUMINCLUDESEXTRACURRICULARCHINESELANGUAGECLASSESFORSTUDENTSWHOAREINTERESTEDINLEARNINGCHINESETHISRESEARCHISTOUNDERSTANDTHECHINESELANGUAGETEACHINGINTHAILANDTHAKSINSCH001ITINCLUDESTHEPOLICY，SCHOOLS，TEACHERS，TEACHINGMATERIALSANDSTUDENTSTHELITERATUREREVIEWCONSISTSOFFIELDWORKMETHODS，QUESTIONNAIRE，INTERVIEWSWITH3CHINESETEACHERSAND29CHINESESTUDENTSTHESISCONSISTSOFTHEFOLLOWINGPARTS，EACHPARTREADSASFOLLOWSINTRODUCTIONSECTIONINCLUDESTHEPURPOSEANDSIGNIFICANCEOFTHEⅡ

簡介：論文題目吉爾吉斯斯坦?jié)h語學習者社交范疇的語用偏誤考察學科專業(yè)漢語國際教育申請|人月亮指導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學術(shù)界對外國留學生漢語習得語用偏誤的研究頗多，但都是以研究英語系國家的留學生居多，或者是研究東南亞留學生的漢語習得語用偏誤。并且研究的深度與廣度遠遠不夠。對吉爾吉斯斯坦?jié)h語學習者語用偏誤的研究幾乎沒有。而本文將在前人研究的基礎(chǔ)上，對吉爾吉斯斯坦?jié)h語學習者語用偏誤的類型、產(chǎn)生偏誤的深層原因以及應(yīng)對策略進行深入細致的研究。本文首先運用問卷調(diào)查法對吉爾吉斯斯坦?jié)h語學習者社交范疇的語用偏誤進行了調(diào)查，并運用系統(tǒng)分析法將其歸為三類稱呼語層面的語用偏誤，寒暄語層面的語用偏誤，告別語層面的語用偏誤。在這一基礎(chǔ)上，又分析了吉爾吉斯斯坦?jié)h語學習者社交范疇語用偏誤的具體原因母語負遷移的影響，吉爾吉斯斯坦背景文化的影響，吉爾吉斯斯坦?jié)h語學習者不適應(yīng)的學習心態(tài)?；诖?，本文又運用經(jīng)驗總結(jié)法深入探究了預(yù)防吉爾吉斯斯坦?jié)h語學習者社交范疇語用偏誤的應(yīng)對策略。從教學角度可采取以下舉措明確以吉爾吉斯斯坦?jié)h語學習者為對象的語用教學目的；遴選用于漢語語用教學的優(yōu)質(zhì)教材；著力改進漢語教學方法；加強吉爾吉斯斯坦?jié)h語學習者漢語文化知識的教學。從學生角度，可如下操作不斷深化漢語語用使用規(guī)則的學習，進一步改變學習的具體方法，不斷強化克服學習困難的能力。關(guān)鍵詞吉爾吉斯斯坦?jié)h語學習者交際語使用目錄第一章緒論111選題的意義112國內(nèi)外研究現(xiàn)狀1121國外研究現(xiàn)狀1122國內(nèi)研究現(xiàn)狀313研究的范圍514研究的方法515語用偏誤的界定6第二章吉爾吉斯斯坦?jié)h語學習者社交范疇的語用偏誤種類721稱呼語層面的語用偏誤7211對年長者稱呼的偏誤7212對教師稱呼的偏誤722寒暄語層面的語用偏誤8221談?wù)撃挲g的寒暄偏誤8222談?wù)撋畹暮哑`9223應(yīng)對夸獎的寒暄偏誤1023告別語層面的語用偏誤1L231告別語的偏誤11232送別語的偏誤11第三章吉爾吉斯斯坦?jié)h語學習者社交范疇語用偏誤的具體原因1331文化負遷移的影響1332吉爾吉斯斯坦背景文化的影響1433吉爾吉斯斯坦?jié)h語學習者不適應(yīng)的學習心態(tài)17第四章預(yù)防吉爾吉斯斯坦?jié)h語學習者社交范疇語用偏誤的應(yīng)對策略2041教學策略20411明確以吉爾吉斯斯坦?jié)h語學習者為對象的語用教學目的20412遴選用于漢語語用教學的優(yōu)質(zhì)教材21III

簡介：湖南大學碩士學位論文漢語普通話中的方位主語結(jié)構(gòu)研究姓名龔敏杰申請學位級別碩士專業(yè)外國語言學與應(yīng)用語言學指導教師寧春巖20090420碩L學位論文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眨】ANDX【G】CALLBEUSEDBYTHAILANDSTUDENTSASTOTHEIRACQUISITIONOFPRONUNCIATIONISSIMILARWITHCHINASTUDENTS，ESPECIALLYR眨】；SINGLECONSONANT【S】；BUTSINGLEDOESNOTEXISTINTHAILANGUAGE，WHICHISTHEIMPORTANTCAUSECONFUSEDTHAILANDSTUDENTWHOCAN’TDISTINGUISHSAND【SKEYWORDSFRICATIVE，ANALYSISOFTHEACOUSTICFRICATIVE，F(xiàn)RICATIVEPATTERN，GRAVITY，DISPERSIONIIJ

簡介：APPLICATIONRESEARCHOFDRAMATEACHINGMETHODINTHECULTURETEACHINGINTCFLADISSERTATIONSUBMITTEDTOTHEGRADUATESCHOOLOFHENANUNIVERSITYINPARTIALFULFILLMENTOFTHEREQUIREMENTSFORTHEDEGREEOFMASTEROFMTCSOLBYSUPERVISORPROF．GUOHUADATEMAY，2014摘要戲劇化教學法是將戲劇表演運用到知識傳授和技能培養(yǎng)中的一種教學方法。如今已經(jīng)廣泛應(yīng)用于二語教學。對外漢語教學包括語言教學和文化教學兩個部分。一方面，近年來，越來越多的外國留學生懷著對中國文化的熱衷來到中國學習，文化教學的重要作用已經(jīng)顯而易見。而另一方面，語言是不能脫離文化而單獨存在的，在學習語言本體的同時也要進行文化方面的學習。只有在語言教學中加入適當?shù)奈幕虒W，才能幫助外國留學生更準確更流利更得體地運用漢語進行交流。當下的對外漢語語言教學已經(jīng)有較多的創(chuàng)新教學法，戲劇化教學法也普遍應(yīng)用于語言教學之中，而文化教學部分卻在一定程度上沒有得到足夠的重視。當前對外漢語文化教學存在著一些不足之處，專門的文化課教學研究不夠深入，缺失非語言文化教學，課型和教學法單一等等。文化本來就是抽象不易理解的，需要一種貼近學生、貼近生活的教學方式。戲劇化教學法，貼近學生和生活，其生動有趣的多樣化教學模式也為課堂氣氛的良好調(diào)動起到有效的作用，讓學生在輕松愉快的環(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法可以使文化教學達到事半功倍的效果。本文參考戲劇化教學法的研究文獻，分列了幾種戲劇化教學法的模式和優(yōu)點，也分析了在對外漢語教學中文化教學的重要性，文化教學對于不同漢語程度留學生所使用的方式方法。分別結(jié)合實例討論了對于不同類型的文化教學內(nèi)容所采用的不同模式的戲劇化教學法，提高留學生的語言交際能力和學習理解運用漢語的能力。關(guān)鍵詞戲劇化教學法，對外漢語教學，文化教學

簡介：西南交通大學碩士學位論文漢語詞綴“性”與其對應(yīng)項的互譯及互譯過程姓名史文利申請學位級別碩士專業(yè)外國語言學及應(yīng)用語言學指導教師傅勇林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

簡介：漢語“連”字句中文提要漢語“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“連”字句中的一些問題。本文認為，“連”字是個表示強調(diào)的助詞。在宋元明清，“連”字句的強調(diào)作用是由“連”和副詞共同賦予的，所以那時“連”和副詞都可以自由地省略而發(fā)展到現(xiàn)代漢語，強調(diào)作用轉(zhuǎn)為主要由副詞承擔，所以現(xiàn)代漢語中“連”字省略相當?shù)刈杂桑痹~幾乎不能省略但有時由于相關(guān)句法的制約，“連”字省略也不是絕對自由的。另外，我們對省略了“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，簡單地分析了“連也都”和“連還”的共同點及差別，統(tǒng)計了它們在語言中的使用情況。關(guān)鍵詞“連”字句“和”字句包括省略“連也都”“連還”強調(diào)作者杜林指導老師李明副教授孔46188蘇州大學學位論文獨創(chuàng)性聲明及使用授權(quán)聲明學位論文獨創(chuàng)性聲明本人鄭重聲明所提交的學位論文是本人在導師的指導下，獨立進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或其它教育機構(gòu)的學位證書而使用過的材料。對本文的研究作出重要貢獻的個人和集體，均已在文中以明確方式標明。本人承擔本聲明的法律責任。研究生簽名杠林日期只科鄉(xiāng)多學位論文使用授權(quán)聲明蘇州大學、中國科學技術(shù)信息研究所、國家圖書館、清華大學論文合作部、中國社科院文獻信息情報中心有權(quán)保留本人所送交學位論文的復(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)蘇州大學學位辦辦理。研究生名一絲全導師簽名泰八日期201衛(wèi)日期LTYSI

簡介：重慶大學碩士學位論文現(xiàn)代漢語“原型受事謂語原型施事”序列主賓易位句的構(gòu)式分析姓名李微微申請學位級別碩士專業(yè)外國語言學及應(yīng)用語言學指導教師余渭深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

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