本文選題：白俄羅斯大學(xué)生　切入點(diǎn)：漢語轉(zhuǎn)折復(fù)句　出處：《華東師范大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：本論文主要把80名來自不同三所白俄羅斯大學(xué)的漢語初級(jí)、中高級(jí)學(xué)生作為研究對(duì)象,來研究白俄羅斯大學(xué)生對(duì)外漢語轉(zhuǎn)折關(guān)聯(lián)詞語的應(yīng)用情況。其中研究可分三個(gè)階段:首先通過三種漢語教材(《新實(shí)用漢語課本(一,二,三)》、《橋梁》實(shí)用漢語中級(jí)教程(上下冊(cè))、《發(fā)展?jié)h語高級(jí)綜合(一,二)》)進(jìn)行考察來找出白俄羅斯學(xué)生在學(xué)習(xí)漢語的過程當(dāng)中,所介紹的對(duì)外漢語轉(zhuǎn)折關(guān)聯(lián)詞語都有哪些,并且算出三種教材中所提到的轉(zhuǎn)折關(guān)聯(lián)詞語總數(shù)。同時(shí),描述這些漢語轉(zhuǎn)折關(guān)聯(lián)詞語在教材中詳細(xì)的介紹以及豐富的練習(xí),以便學(xué)生能夠鞏固的掌握每個(gè)對(duì)外漢語轉(zhuǎn)折關(guān)聯(lián)詞語。除此之外,還通過116篇白俄羅斯學(xué)生的書面作業(yè)來判斷他們的對(duì)外漢語轉(zhuǎn)折關(guān)聯(lián)詞語實(shí)際的使用情況。并總結(jié)出6種學(xué)生熟悉所使用的漢語轉(zhuǎn)折關(guān)聯(lián)詞語,通過125個(gè)帶著漢語轉(zhuǎn)折關(guān)聯(lián)詞語的例句分出漢語轉(zhuǎn)折關(guān)聯(lián)詞語正確和錯(cuò)誤的應(yīng)用情況,并對(duì)病句中的錯(cuò)誤應(yīng)用的原因進(jìn)行解釋;最后通過專門設(shè)計(jì)的測(cè)試再一次考察從學(xué)生書面作業(yè)中所拿到的結(jié)果和推測(cè),即第一,除了所習(xí)慣使用的對(duì)外漢語轉(zhuǎn)折關(guān)聯(lián)詞語之外,白俄羅斯學(xué)生是否在意識(shí)當(dāng)中對(duì)于其他轉(zhuǎn)折關(guān)聯(lián)詞語具有了一定理解,第二,白俄羅斯學(xué)生是否已經(jīng)形成了漢語與母語轉(zhuǎn)折關(guān)聯(lián)詞語之間的對(duì)應(yīng)關(guān)系;第三,白俄羅斯學(xué)生是否能夠在一篇具有連貫性的小文章中使用不同的對(duì)外漢語轉(zhuǎn)折關(guān)聯(lián)詞語;第四,《提前發(fā)揮語感》立場(chǎng)在哪些條件具有更大的效力。通過這個(gè)研究,筆者發(fā)現(xiàn),在對(duì)外漢語轉(zhuǎn)折關(guān)聯(lián)詞語系統(tǒng)中,與開式書面作業(yè)(填空練習(xí))相比,白俄羅斯大學(xué)生在閉式書面作業(yè)(選項(xiàng)練習(xí))會(huì)展示出對(duì)于漢語轉(zhuǎn)折關(guān)聯(lián)詞語語義和應(yīng)用更強(qiáng)的能力,而在做填空考題時(shí)只能夠正確應(yīng)用6種對(duì)外漢語轉(zhuǎn)折關(guān)聯(lián)詞語。而根據(jù)所出現(xiàn)的病句證明,白俄羅斯學(xué)生到高級(jí)階段還沒有對(duì)于所有的漢語轉(zhuǎn)折關(guān)聯(lián)詞語與白語轉(zhuǎn)折關(guān)聯(lián)詞語形成對(duì)應(yīng)關(guān)系的研究,導(dǎo)致使?jié)h語轉(zhuǎn)折關(guān)聯(lián)詞語所具有不同的意義會(huì)歸納到最熟悉使用的"但是"或"可是"的總轉(zhuǎn)折意義�？疾楹陀^察顯示,漢語轉(zhuǎn)折關(guān)聯(lián)詞語第一次出現(xiàn)之后其語義和使用條件越早被普及,白俄羅斯學(xué)生的轉(zhuǎn)折關(guān)聯(lián)詞語掌握程度越鞏固和正確。在研究發(fā)現(xiàn)結(jié)果的基礎(chǔ)上,筆者最后給出了相應(yīng)的教學(xué)建議,其中有針對(duì)如何減少漢語轉(zhuǎn)折關(guān)聯(lián)詞語錯(cuò)誤應(yīng)用和如何使轉(zhuǎn)折關(guān)聯(lián)詞語的使用情況進(jìn)行增加豐富的教學(xué)建議。
[Abstract]:This thesis focuses on 80 Chinese junior and senior Chinese students from three different Belarusian universities. The study can be divided into three stages: first, through three kinds of Chinese textbooks (< New practical Chinese textbook) (1, 2, (3) >, "Bridges" practical Chinese Intermediate course (upper and lower volume, < Development of Advanced Synthesis of Chinese (1, 2) >) to investigate and find out in the process of the Belarusian students learning Chinese, the introduction of the Chinese language as a foreign language, At the same time, describe the detailed introduction and rich practice of these Chinese words in the textbook. So that students can firmly master each foreign language twist related words. In addition, In addition, 116 written assignments by Belarusian students were used to judge the actual use of their Chinese twisting related words, and six kinds of Chinese turning related words familiar to the students were summarized. Through 125 example sentences with Chinese turning related words, this paper points out the correct and wrong application of Chinese turning related words, and explains the reasons for the wrong application in sick sentences. Finally, through a specially designed test, we once again examine the results and speculations obtained from the students' written work, that is, first, in addition to the twists and turns that we are used to using in Chinese as a foreign language. Do Belarusian students have a certain understanding of other transition words in their consciousness? second, have Belarusian students formed a corresponding relationship between Chinese and their mother tongue; third, Can Belarusian students be able to use different twist related words in a coherent essay; 4th, which conditions have greater effect on the position of "giving full play to the sense of language in advance". Through this study, the author finds that, In the Chinese as a foreign language system, compared with the open written homework (blank-filling exercise), Belarusian college students in the closed written homework (option exercise) will show a stronger ability to the semantic and application of the Chinese turn related words. However, in the process of filling in the blank examination questions, only 6 kinds of Chinese as a foreign language turning related words can be used correctly. Belarusian students have not yet done any research on the corresponding relationship between all the Chinese and white turn related words at the advanced stage. The general meaning of "but" or "but", which leads to the different meanings of the Chinese words with a turning point, will be summed up by examination and observation of the most familiar use of the word "but" or "but". The earlier the semantics and the conditions of use of Chinese transitive words are popularized after the first appearance of Chinese, the more consolidated and correct the Belarusian students' grasp of these words is. Finally, the author gives the corresponding teaching suggestions, including how to reduce the wrong use of Chinese turning related words and how to increase the use of turning related words.
【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：H195.3

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