簡(jiǎn)介：分類編號(hào)單位代碼10065密級(jí)學(xué)號(hào)09211888炙繂砷羌嗲研究生學(xué)位論文論文題目印尼留學(xué)生習(xí)得漢語離合詞的偏誤分析及教學(xué)對(duì)策學(xué)生姓名申請(qǐng)專業(yè)名稱研宄方向指導(dǎo)教師姓名張璨文申請(qǐng)學(xué)位級(jí)別碩士語言學(xué)及應(yīng)用語言學(xué)王瑋專業(yè)技術(shù)職稱副教授提交論文日期2012年04月09日ABSTRACTTHENUMBEROFINDONESIANSCOMINGTOCHINATOLEARNCHINESEISINCREASINGREGARDLESSOFWHETHERTHEYHAVELEARNTCHINESEININDONESIAHAVENOTLEARNTANYCHINESEBUTHASBASICKNOWLEDGEINCHINESE，THEYALWAYSENCOUNTERSOMEBIASINLEARNINGSEPARABLEWDS離合詞一ACHINESETERMFSEPARABLEWDSFINDONESIANSLEARNINGMODERNCHINESETHEFOLLOWINGISACLASSIFICATIONOFTHESITUATIONSINWHICHITOCCURSWHENINDONESIANSTUDENTSSTUDYINGSEPARABLEWDSERRANALYSISFBAHASAINDONESIACHINESETRANSLATIONTEACHINGMETHODFFURTHERINDEPTHSTUDYTHISTHESISISTOIMPROVEHOPETHEEFFECTONTEACHINGCHINESEASAFEIGNLANGUAGEINCREASETHEKNOWLEDGEFTHELEARNERSTHISPAPERUSESINDONESIANSTUDENTSPOINTOFVIEWINRESEARCHINGANALYZINGONSEPARABLEWDSTHEHOPEISTHATTHISPAPERWILLHAVEANEFFECTONCHINESEMARINTEACHINGININDONESIAASAWHOLEPUTFWARDAMETARGETIENTEDEFFECTIVEMETHODTOLEARNCHINESEKEYWDSCHINESESEPARABLEWDSTEACHINGCHINESEASAFEIGNLANGUAGE，INDONESIANCOMPARATIVEANALYSISERRANALYSIS

簡(jiǎn)介：中南大學(xué)碩士學(xué)位論文英漢語序?qū)Ρ妊芯颗c翻譯姓名鐘佳申請(qǐng)學(xué)位級(jí)別碩士專業(yè)外國語言學(xué)及應(yīng)用語言學(xué)指導(dǎo)教師李延林201106第二章，在句子層面上比較了英漢語的常規(guī)語序和倒裝語序以及對(duì)翻譯的啟示。在這一章中，筆者認(rèn)為，首先，英語語序和漢語語序處于不同的層面。英語語序是句法語序，而漢語語序是語用語序。用描寫句法語序語言的描寫方式來描寫語用語序語言的常規(guī)語序，這是值得商討的。事實(shí)證明，使用語用層面的概念和理論可以很好地描述與解釋漢語的常規(guī)語序模式。本文論證出的漢語常規(guī)語序模式不是SVO，也不是SOV，而是“話題一評(píng)論“模式；其次，本文通過研究發(fā)現(xiàn)了用來確定漢語倒裝結(jié)構(gòu)的標(biāo)準(zhǔn)當(dāng)一個(gè)句子的前置部分包含了交際動(dòng)態(tài)值最高的成分，后置部分包含了交際動(dòng)態(tài)值最低的成分，并且在前置部分和后置部分互調(diào)位置且語義意義不變時(shí)，這個(gè)句子就是漢語倒裝句；再次，在進(jìn)行英漢翻譯時(shí)譯者需注意第一，英漢句子分別屬于句法層面和語用層面這兩個(gè)不同的范疇。英語語序?yàn)榫浞▽用?，句子的語序原則是以句法原則為主；漢語語序則為語用層面，句子語序原則是以語用規(guī)則為主。因此，英漢語文本在相互轉(zhuǎn)化時(shí)，必須根據(jù)其各自不同的語序原則做相應(yīng)的轉(zhuǎn)換；第二，英語倒裝句為句法層面，漢語倒裝結(jié)構(gòu)為語用層面，因而轉(zhuǎn)化時(shí)要注意功能對(duì)應(yīng)而非簡(jiǎn)單的形式對(duì)應(yīng)。在第三章中，第一部分比較了英漢語中標(biāo)記主位的功能，發(fā)現(xiàn)英語標(biāo)記主位結(jié)構(gòu)的功能包括強(qiáng)調(diào)功能，保持上下文連貫的功能，保持句子結(jié)構(gòu)平衡的功能以及文學(xué)功能。然而，漢語標(biāo)記主位結(jié)構(gòu)的功能只包括強(qiáng)調(diào)功能和文學(xué)功能；同一英語標(biāo)記主位可同時(shí)實(shí)現(xiàn)多種功能，而同一漢語標(biāo)記主位則不能實(shí)現(xiàn)多種功能。第二部分通過對(duì)英漢II

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簡(jiǎn)介：沈陽師范大學(xué)碩士學(xué)位論文對(duì)外漢語綜合課中的交際文化教學(xué)研究姓名王奕月申請(qǐng)學(xué)位級(jí)別碩士專業(yè)課程與教學(xué)論指導(dǎo)教師吳玉倫20100301IIIRESEARCHONTEACHINGTHECOMMUNICATIONCULTUREOFCHINESEASAFEIGNLANGUAGEABSTRACTIN1984MRZHANGZHANYIPUTFWARDTHE“COMMUNICATIONCULTURE““KNOWLEDGECULTURE“TWOCONCEPTSTODATEINCHINASFEIGNLANGUAGETEACHINGPROFESSIONONWHATSTOFCULTUREHASATTRACTEDWIDEATTENTIONEXPERTSAGREETHATFSTUDENTSCOMMUNICATIONCULTURALKNOWLEDGEISDIFFICULTTOLEARNFEIGNLANGUAGETEACHINGSHOULDBEABLETOIMPTCOMMUNICATIONCULTURALKNOWLEDGEBUTALSOHASCONDUCTEDSOMERESEARCHSTUDENTSINCOMMUNICATIONCULTURALKNOWLEDGEGRASPTHEEXTENTOFTEACHINGTHETHREEELEMENTSOFSUCHISSUESONHOWTOFURTHERIMPROVEBUTAREALSOWTHYOFFURTHERSTUDYTHISPAPERADOPTEDA“COMMUNICATIONCULTURE“CONCEPTCOMBINEDWITHFEIGNLANGUAGETEACHINGPRACTICETHROUGHANINDEPTHDETAILANALYZEDQUESTIONNAIREITOBTAINEDACONCLUSIONASARESULTTHETHREEELEMENTSOFTEACHINGNAMELYTEACHINGMETHODSTEACHERSTEACHINGSUGGESTIONSHELPFEIGNLANGUAGECULTURALCOMMUNICATIONTEACHERSINDERTOPROVIDEREFERENCEFFUTURETEACHINGTHISPAPERISDIVIDEDINTOFOURPARTSTHEFIRSTPARTISANINTRODUCTIONOVERVIEWOFTHETOPICSOFTHISARTICLETHEBACKGROUNDSIGNIFICANCELITERATUREREVIEWATHOMEABROADINFEIGNLANGUAGETEACHINGCULTURALTEACHINGRESEARCHFEIGNLANGUAGETEACHINGCULTURALTEACHINGRELATEDRESEARCHRESEARCHMETHODOLOGIESTHESECONDPARTCONSISTSOFTWOPARTSOFTHEQUESTIONNAIRETHATISSOMESTUDENTSFEIGNLANGUAGETEACHERSINPARTTHESTUDENTQUESTIONNAIREISDIVIDEDINTOTWOPARTSTHEFIRSTMAINTASKISTOUNDERSTTHESTUDENTSONTHECOMMUNICATIONCULTURALKNOWLEDGEOFHOWTOMASTERTHESECONDPARTOFTHESURVEYITAIMSTOUNDERSTTHESTUDENTTOTEACHERCLASSROOMTEACHINGMETHODSMATERIALSCOMMUNICATIONCULTURALKNOWLEDGECONTENTWHATARETHEREQUIREMENTSPARTIVOFTHETEACHINGSTRATEGIESLAYTHEFOUNDATIONFRESEARCHTHETHIRDPARTISTHETHREESETSOFRELATIVELYBROADSCOPEOFUSEOFFEIGNLANGUAGETEACHINGMATERIALSOFTHENEWWDSAFTERSCHOOLEXERCISESREADINGMATERIALSTHE“VACABULARYCHINESEACTERS

簡(jiǎn)介：點(diǎn)擊查看更多面向?qū)ν鉂h語教學(xué)的疑問代詞“怎么”和“how”的對(duì)比研究.pdf精彩內(nèi)容。

簡(jiǎn)介：近代漢語“你這個(gè)NP”的多角度研究ASPECTSSTUDIESOFTHE‘NIZHEGENP’’STRUCTUREINMOEDENCHINESE學(xué)位申請(qǐng)人胡靜敏CANDIDATEHUJINGMIN指導(dǎo)教師SUPERVISOR傅惠鈞FUHUOUN學(xué)位類別文學(xué)碩士ACADEMICDEGREEAPPLIEDFORMASTEROFARTS學(xué)科專業(yè)語言學(xué)及應(yīng)用語言學(xué)SPECIALTYLINGUISTICSANDAPPLIEDLINGUISTICS授予單位浙江師范大學(xué)UNIVERSITYZHEJIANGNORMALUNIVERSITY提交日期2013年6月3日DATEOFFINALIZEDJUNE3TH，2013ASPECTSSTUDIESOFTHE“NIZHEGENP’’STRUCTUREINMOEDENCHD寸ESEABSTRACTINMODEMSPOKENCHINESE，THEREISATYPEOFNEGATIVECONSTRUCTIONCALLED‘NIZHEGENP”INDAILYORALCOMMUNICATION，IT’SWIDELYUSEDANDHASDISTINCTIVESEMANTICFEATURESWITHMULTIPLEFUNCTIONSTHISPAPERFOCUSESONTHESYNTAX，SEMANTIC，COGNITIVEANDPRAGMATICFEATURESOF‘NIZHEGENP”INMODEMCHINESEANDWEEXPLORETHEFORMATIONANDTHEDEVELOPMENTOFTHISSTRUCTURETHEMAINCONTENTSAREASFOLLOWTHEFIRSTPARTREVIEWSTHERELEVANTRESEARCHESOF‘NIZHEGENP”THESTRUCTUREOFTHISTHESIS，RESEARCHMETHODANDLINGUISTICDATARESOURCESAREPRESENTEDINTHISPARTASWELLTHESECONDPARTISONTHESYNTACTICFUNCTIONTHROUGHASTATICDESCRIPTION，WEFIND‘NIZHEGENP”CANBEUSEDASSUBJECT，OBJECT，COMPATIBLELANGUAGE、TOPIC，EVENASASENTENCETHESYNTAXOF‘NIZHEGENP”ISSTUDIEDINTHETHIRDPARTTHROUGHDESCRIPTIONOFTHISSTRUCTUREFROMTHREEASPECTS，DEMONSTRATIVEPRONOUNS，QUANTITYSTRUCTUREANDCHARACTERISTICSOFNPITISFOUNDTHAT‘NIZHEGENP’’MAINLYUSESWITHNEARDEMONS仃ATIVEPRONOUN’’ZHE’’WHILETHEFARDEMONSTRATIVEPRONOUN‘‘NA，’CASESAPPEAREDINMINGDYNASTYANDDISAPPEAREDINQINGDYNASTYQUANTITYSTRUCTURECANBEDIVIDEDINTOTHESINGULARSTRUCTUREANDTHEPLURALSTRUCTURE，WHICHISQUITEDIFFERENTFROMMODEMCHINESETHEREAREFOURCATEGORIESOFNPINCLUDINGSIMPLEALLEGEDNOUNS，ATTRIBUTIVECENTERPHRASES，PARALLELPHRASESANDTHE“DE”STRUCTURETHEFOURTHPARTANALYZESTHECOGNITIVEOFTHISSTRUCTURE‘NIZHEGENP”MAINLYEXPRESSESNEGATIVESIGNIFICANCE，SELDOM，DEFINITEANDPOSITIVESIGNIFICANCETHEFIFTHPARTMAKESADESCRIPTIONOFTHEPRAGMATICFEATURESOFTHESTRUCTURE，INCLUDINGITSSTYLISTICFEATURES，THERELATIONSHIPANDBEHAVIOROFTHESPEAKERSWEII

簡(jiǎn)介：⑧論文作者簽名狂盔笙指導(dǎo)教師簽名逸二圣論文評(píng)閱人1評(píng)閱人2評(píng)閱人3評(píng)閱人4．評(píng)閱人5答辯委員會(huì)主席委員1委員2委員3委員4答辯曰期浙江大學(xué)碩士學(xué)位論文致謝致謝兩年的研究生生涯轉(zhuǎn)瞬即逝，在此論文即將完成之際，由衷地感謝在研究生的道路上陪伴我、關(guān)心我、幫助我和支持我的每一個(gè)人。首先衷心感謝浙江大學(xué)傳媒與國際文化學(xué)院，在這里我豐富自己的學(xué)識(shí)，參加多姿多彩的社會(huì)活動(dòng)，度過了最美好的兩年。感謝潘一禾老師、陳強(qiáng)老師、劉翔老師、張麗萍老師、范昀老師、黃建濱老師、王瑜琨老師、王小璐老師、施虹老師等等所有教過我的老師，他們的諄諄教誨和無私奉獻(xiàn)幫助我圓滿的完成了研究生階段的學(xué)習(xí)。衷心感謝我的導(dǎo)師潘一禾老師，感謝她在科研、生活以及論文上給予我的親切關(guān)懷和悉心指導(dǎo)。潘老師以其淵博的學(xué)識(shí)、嚴(yán)謹(jǐn)?shù)闹螌W(xué)態(tài)度、求實(shí)的工作作風(fēng)和無私的奉獻(xiàn)精神，贏得了同學(xué)們的尊敬與愛戴，是我們學(xué)習(xí)的榜樣。感謝侯美羽、陶卓穎、馬慧霞、張靚等同窗好友在碩士期間的陪伴，在學(xué)習(xí)和生活中，與她們一起交流，共同進(jìn)步，度過了充實(shí)、愉快的研究生生涯。感謝室友盧遠(yuǎn)東和唐遠(yuǎn)碧，感謝他們兩年來在生活上對(duì)我的照顧和包容，尤其是在我低落時(shí)對(duì)我的關(guān)心和幫助。感謝張志堅(jiān)同學(xué)在論文的撰寫過程中提出的很多建設(shè)性的意見，對(duì)論文格式及內(nèi)容修改提供的幫助使我能夠更加出色的完成論文的撰寫。和他的討論、思維的碰撞也給了我更加清晰的思路。感謝這二十多年來出現(xiàn)在我身邊的每一個(gè)人，他們的出現(xiàn)使我的人生更加完整，與他們共度的經(jīng)歷，將化為人生的財(cái)富，指引我前進(jìn)的方向。最后，要感謝我的父母，你們將我養(yǎng)育成人，在生活上給予我無微不至的呵護(hù)和照顧，讓我可以專心學(xué)業(yè)。一直以來，你們都是我奮斗和前進(jìn)的動(dòng)力。在學(xué)生生涯即將完成之際，我想說你們是我最安心的依靠，接下來，讓我成為你們最安心的依靠。2015年4月于求是園

簡(jiǎn)介：學(xué)校代號(hào)10532學(xué)號(hào)S11121019密級(jí)公開湖南大學(xué)碩士學(xué)位論文南方漢語兒童雙音節(jié)詞聲的研究調(diào)習(xí)得堂僮由請(qǐng)厶絲名；韭逸昱婭絲名盈班鏊；匿曉湘熬援埴差望僮；生國適量國區(qū)熬直堂院童些名整；窆國亟宣堂拯廑旦蚤壹堂詮塞提童目期；2Q壘生壘旦2Q旦詮文筌趲目期；2Q壘生5目2目筌避委員會(huì)圭廑；塞』金列熬援湖南大學(xué)學(xué)位論文原創(chuàng)性聲明本人鄭重聲明所呈交的論文是本人在導(dǎo)師的指導(dǎo)下獨(dú)立進(jìn)行研究所取得的研究成果。除了文中特別加以標(biāo)注引用的內(nèi)容外，本論文不包含任何其他個(gè)人或集體已經(jīng)發(fā)表或撰寫的成果作品。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。本人完全意識(shí)到本聲明的法律后果由本人承擔(dān)。作者簽名球；受日期伽F中年6月弓日學(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學(xué)校有關(guān)保留、使用學(xué)位論文的規(guī)定，同意學(xué)校保留并向國家有關(guān)部門或機(jī)構(gòu)送交論文的復(fù)印件和電子版，允許論文被查閱和借閱。本人授權(quán)湖南大學(xué)可以將本學(xué)位論文的全部或部分內(nèi)容編入有關(guān)數(shù)據(jù)庫進(jìn)行檢索，可以采用影印、縮印或掃描等復(fù)制手段保存和匯編本學(xué)位論文。本學(xué)位論文屬于1、保密口，在年解密后適用本授權(quán)書。2、不保密留。請(qǐng)?jiān)谝陨舷鄳?yīng)方框內(nèi)打“√”作者簽名球溴日期ⅥF年6月弓日導(dǎo)師簽觚日期磯J妒年6月弓日