簡(jiǎn)介：分類號(hào)學(xué)校代碼10542密級(jí)學(xué)號(hào)201210040023對(duì)韓漢語(yǔ)詞匯教學(xué)中的文化導(dǎo)入研究RESEARCHONCULTUREINTRODUCTIONOFCHINESEVOCABULARYTEACHINGMETHODSINKOREA研究生姓名指導(dǎo)教師姓名、職稱學(xué)科。專業(yè)研究方向唐蠹李小平副教授漢語(yǔ)國(guó)際教育無(wú)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ABSTRACTINTHEINTERNATIONALCOMMUNICATIONHASBECOMEMOREANDMOREFREQUENT，MOREANDMORERICHCOMMUNICATIONINTODAY’SSOCIETYTEACHINGCHINESEASAFOREIGNLANGUAGEHASBECOMETHEDEVELOPMENTPROSPECTSOFTHESPECIALDISCIPLINE，F(xiàn)ULLOFVIGOREXCELLENTTEACHINGMATERIALS，ALLLEVELSOFVARIOUSVERSIONSHAVEBEENPUBLISHED，INTHEFIELDOFTEACHINGCHINESEASAFOREIGNLANGUAGESTUDYMOREANDMOREDETAILED，MOREANDMOREINDEPTH，BUTTHERESEARCHONHANCHINESEVOCABULARYTEACHINGISNOTALOTOFRESEARCHFROMTHECULTURALPOINTLANGUAGEISTHEEXPRESSION，CULTUREFORM，THEBESTCARRIELCULTUREISTHECENTRALKERNELLANGUAGECANNOTBEELIMINATEDVOCABULARYISALSOGOODISAPARTOFLANGUAGEISAFFECTEDBYCHANGESINTHEEXTERNALENVIRONMENTOFTHEFASTEST，VOCABULARYANDCULTURALBACKGROUNDCLOSELYRELATEDFACTORSOFEVOLUTION，TIME，10CATION，THECLASSEMOTION，SOCIALCONTRADICTIONSANDSOONAVARIETYOFCHINESEANDSOUTHKOREAHASACONFUCIANCULTURALCONNOTATIONOFHISTORYARESIMILARBELONGTOTHECHINESECULTURECIRCLE，NOTONLYECONOMIC，POLITICAL，SCIENCEANDTECHNOLOGYANDOTHERAREASBYCHINESEEFFECT，THEDEVELOPMENTOFTHEKOREANLANGUAGEANDCULTUREISDEEPLYINFLUENCEDBYTHECULTURECHINESECHARACTERSBUTINTHEKOREANLANGUAGEVOCABULARYHAVEMANYSIMILARBUTTHEREAREMANYDIFFERENCES，THESEDIFFERENCESAREDERIVEDFROMEACHOFTHEII

簡(jiǎn)介：Y9伯S71分類號(hào)UDC密級(jí)編號(hào)學(xué)位論文深層共享能力下漢語(yǔ)英語(yǔ)閱讀能力的相關(guān)性研究ASTUDYONCORRELATIONBETWEENCHINESEANDENGLIS耳READILLGABILITYONTHEBASISOFCUPFROMLTPERSPECT押E嚴(yán)厲指導(dǎo)教師姓名劉書林教授江曬師范大學(xué)外國(guó)語(yǔ)學(xué)院申請(qǐng)學(xué)位級(jí)別碩士專業(yè)名稱英語(yǔ)語(yǔ)言文學(xué)論文提交日期2006年4月答辯日期2006年5月日學(xué)位授予單位和日期江西師范大學(xué)2006年月日答辯委員會(huì)主席評(píng)閱人二OO六年四月研究結(jié)果并未發(fā)現(xiàn)受試者的漢語(yǔ)閱讀能力與英語(yǔ)閱讀能力存在相關(guān)或成因果；從語(yǔ)言遷移的角度看，漢語(yǔ)閱讀能力對(duì)英語(yǔ)閱讀能力的預(yù)見性較差。當(dāng)受試者的英語(yǔ)成績(jī)也列入考查范圍時(shí)，漢語(yǔ)語(yǔ)文能力與英語(yǔ)閱讀能力之間存在著一定的正相關(guān)，但是相關(guān)性較低。由于研究手段存在一定的局限性，本文認(rèn)為漢語(yǔ)閱讀能力和英語(yǔ)閱讀能力二者關(guān)系比較復(fù)雜，不能否定漢語(yǔ)閱讀能力向英語(yǔ)閱讀能力的遷移，也不能簡(jiǎn)單的認(rèn)為他們之間存在著直接聯(lián)系或者不存在聯(lián)系。關(guān)鍵詞母語(yǔ)閱讀能力二語(yǔ)閱讀能力；深層共享能力；遷移VII

簡(jiǎn)介：山東大學(xué)碩士學(xué)位論文傲慢與偏見主要漢語(yǔ)譯本的比較研究姓名陳敏申請(qǐng)學(xué)位級(jí)別碩士專業(yè)比較文學(xué)與世界文學(xué)指導(dǎo)教師劉林20090410山東大學(xué)碩士學(xué)位論文PRIDEANDP佗JUDICEHASBOTHGREATFAMEANDALARGENUMBEROFREADERSINCHINA．THEREHAVEBEENABOUT20VERSIONSOFCHINESETRANSLATIONOFTHISNOVEISINCETHE1950SWHENTHEORIGINALTRANSLATINGVERSIONBYWANGKEYIWASPUBLISHEDBYSHANGHAIYIWENPUBLISHINGHOUSE．THETRANSLATORS’TRANSLATINGTECHNIQUES，F(xiàn)EATURES，THEFLAWSINTHEIRWORKASWELLASTHEUNIQUECHARACTERISTICSCANBERECOGNIZEDBYCOMPARINGTHEFIRSTTRANSLATIONANDOTHERS．TRANSLATIONVERSIONSBYWANGKEYI，SUNZHILIANDLIAOXUANTINGAREANALYZEDANDCOMPAREDINTHISPAPERANDTHERESPECTIVEFEATURESANDADVANTAGESASWELLASTHECOMMONPROBLEMSOFTHESEVERSIONSAREPOINTEDOUT．THEMAINPURPOSEOFCOMPARATIVESTUDIESINTHISPAPERISNOTTODECIDEWHICHTRANSLATIONISCORRECTORTHEBEST,BUTTOFINDOUTTHEFACTORSTHATAFFECTTRANSLATIONOFANOVELANDTOATTEMPTTOUNDERSTANDTHENOVELCOMPLETELYANDTHOROUGHLY．THEREARETHREECHAPTERSINTHISPAPEREXCEPTFORTHEPREFACEANDTHECONCLUSION．CHAPTERONEISMAINLYABOUTJANEAUSTEN’SLIFEANDWRITINGSTYLEASANOVELISTANDTHEARTCHARACTERISTICSOFPR／DEANDPREJUDICE．CHAPTERTWOCOVERSTHECHINESETRANSLATIONVERSIONSOFTHENOVEL．FIRSTLYTHECHARACTERISTICSANDTHECRITICISMSOFTHESEVERSIONSARCINTRODUCED；SECONDLYTHEREASONWHYTRANSLATIONVERSIONSBYWANGKEYI，SUNZHILIANDLIAOXUANTINGHASBEENCHOSENTOBECOMPAREDINTHISPAPER；ANDLASTLYTHECRITERIAANDMETHODSOFTRANSLATIONCOMPARISONADOPTEDINTHISPAPER．CHAPTERTHREEISTHEMAINBODYANDTHEMOSTIMPORTANTPART,WHICHISCOMPOSEDOFTHREESECTIONS，ENCOMPASSINGAGENERALCOMPARISONOFTHETRANSLATINGSTYLEBETWEENTHETHREEVERSIONSANDTHEDETAILEDCOMPARISONOFEXAMPLESFROMTHEVERYBEGINNING，THECLIMAXANDTHEENDOFTHEENGLISHNOVEL．4KEYWORDSTHEORIGINALTRANSLATION；THERETRANSLATION；TRANSLATIONCOMPARISON；MISTRANSLATION；

簡(jiǎn)介：分類號(hào)HF鈔密級(jí)晰單位代碼10422學(xué)號(hào)刈F。橄∥戶蒙力孳SHANDONGUNTVERSITY碩士學(xué)位論文THESISFORMASTERDEGREE專業(yè)學(xué)位論文題目1豐∞澄聽力教研的碳電晰一以縫黼教剛徑撤勸釉和文袷泣漢壤力汐劊他M㈣嫩吶心S牛岣叼E晚1F1叭吻JNLCC洲西啦‰墩B嘶叩礫B／C。作者姓名趁壹圭培養(yǎng)單位囪瞌煎鴦豎盛專業(yè)名稱迭盤國(guó)盎毖指導(dǎo)教師奎疊魚副縫合作導(dǎo)師曲F叩年R月3。日山東大學(xué)碩士學(xué)位論文目錄摘要1ABSTRACT2第1章引言411選題緣由412研究?jī)?nèi)容以及研究重點(diǎn)和難點(diǎn)513研究方法514研究目的和意義6第2章易讀性研究的概況721易讀性研究與語(yǔ)言難度的測(cè)定研究722國(guó)內(nèi)英語(yǔ)教學(xué)界關(guān)于易讀性與語(yǔ)言難度的測(cè)定研究923漢語(yǔ)教學(xué)界易讀性研究概況LO231漢語(yǔ)作為第一語(yǔ)言的易讀性與語(yǔ)言難度測(cè)定研究10232漢語(yǔ)作為第二語(yǔ)言的易讀性與語(yǔ)言難度測(cè)定研究1L24易讀性研究對(duì)中級(jí)漢語(yǔ)聽力教材難度測(cè)定的啟發(fā)13241漢字和詞匯層面14242句子和語(yǔ)法層面14243語(yǔ)音層面及其他層面15第3章中級(jí)漢語(yǔ)聽力教材語(yǔ)料難度測(cè)定研究L73I研究對(duì)象、依據(jù)和方法17311研究對(duì)象L7312研究依據(jù)18313研究過(guò)程1832中級(jí)漢語(yǔ)聽力教材的難度測(cè)定結(jié)果及分析19321詞匯層面19322句子和語(yǔ)法層面24323語(yǔ)音和語(yǔ)篇層面26

簡(jiǎn)介：、■▲獨(dú)創(chuàng)性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(guò)的研究成果，也不包含為獲得鰍＆奎噻或其他教育機(jī)構(gòu)的學(xué)位或證書而使用過(guò)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(shuō)明并表示謝意學(xué)位論文作者簽名麓≥壤簽字日期沙，2年午月少日學(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嗽大蟛有關(guān)保留、使用學(xué)位論文的規(guī)定，借閱本人授權(quán)星鎢菇汩以將學(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)行學(xué)位論文作者張掘?qū)熓济菸髅俸炞秩掌谏矲Z年。月9日簽字日期砌Z2年午月7日己、JABSTRACTINRECENTYEARS，MOREANDMOREMAURITIANSTUDENTSCOMETOCHINATOLEARNCHINESELANGUAGEINTHEPROCESSOFTHEIRSTUDIES，“LISTENING’ISALWAYSANOBSTACLEFORTHEMANDLISTENINGLESSONISALSEGARDED觴ADIFFICULTPOINTHOWTOSOLVETHISPROBLEMHASBECOMEORRPRIMARYTASKCOMBININGTHEORYWIMTEACHINGPRACTICEINSCHOOLOFINTERNATIONALEDUCATIONANHUIUNIVERSITYTHEWRITEROBTAINSCERTAINCOGNITIONINLISTENINGTEACHINGFORMAURITIANSTUDENTS，AND缸DSTHEIRLISTENINGPROBLEMSTHENTHEWRITERPUTSFORWARDSOMESOLUTIONSINORDERTOPROVIDESOMESUGGESTIONSFORFUTURERELATEDCHINESELANGUAGETEACHINGTHETHESISCONSISTSOFFIVEPARTSTHEFIRSTPANISINTRODUCTIONMAINLYSTATINGTHESTUDYPURPOSEANDSIGNIFICANCEOFTHETHESIS，CURRENTSTUDYSITUATIONINDOMESTICANDOV睨潮FIELDS，THESTATUSQUOOFSTUDYSUBJECTANDSTUDYMETHODANDIDEASTHESECONDPANISTHEINVESTIGATIONFORLISTENINGOFMAURITIANSTUDENTSWHOHAVENOBASEONCHINESELANGUAGE，塒TLLREFERENCEOF“CHINESELISTENINGCOURSE”PUBLISHEDBYBEIJINGLANGUAGEANDCULTUREUNIVERSITYPRESSTHEINVESTIGATIONISMADEFROMTHREEASPECTSOFLISTENINGPRONUNCIATIONSENTENCESORDIALOGUES，ANDSHORTPASSAGEPRONUNCIATIONPARTISINVESTIGATEDANDANALYZEDFROMINITIALS，F(xiàn)LILALSANDTONEASPECTS，WHILESENTENCESORDIALOGUESPANISCLASSIFIED弱MEANINGQUESTIONS，NUMBERQUESTIONS，PLACEQUESTIONS，NATIONALITYQUESTIONSANDSENTENCEELEMENTQUESTIONSREGARDINGSHORTPASSAGEPARTITISDONEFROMTHEASPECTSOFNEWWORDS，GRAMMARANDMEANINGTHETHIRDPANISTODISCUSSTHERCASORKQFORCAUSINGOBSTACLESINLISTENINGFORMAURITIANN

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簡(jiǎn)介：蘇州大學(xué)碩士學(xué)位論文從中泰對(duì)比看泰國(guó)學(xué)生漢語(yǔ)常用介詞的習(xí)得與教學(xué)姓名吳素蘭申請(qǐng)學(xué)位級(jí)別碩士專業(yè)漢語(yǔ)言文字學(xué)指導(dǎo)教師陸慶和20070501

簡(jiǎn)介：南京師范大學(xué)碩士學(xué)位論文漢語(yǔ)復(fù)句關(guān)系自動(dòng)判定研究姓名洪鹿平申請(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)教師陳小荷20080427ABSTRACTCHINESEINFORMATIONPROCESSINGHASALREADYFINISHEDCHARACTERPROCESSINGSTAGE，ANDHASALSOSOLVEDWORDPROCESSINGPROBLEMWELLNOWITISMARCHINGTOTHESTAGEOFSENTENCEPROCESSINGASASORTOFGRAMMARENTITYCOMPLEXSENTENCECONNECTSCLAUSEASITSDOWNLEVELANDCONNECTSPARAGRAPHASITSUPLEVELITHASAGOODLINKINGUPFUNCTIONBETWEENCLAUSEANDPARAGRAPH，ANDITALSOHAVEMANYPROPERTIESINASPECTSOFGRAMMAS、SEMANTICSANDPRAGMATICSCOMPLEXSENTENCEHASCOMPLEXANDSPECIALSTRUCTUREOFITS’OWN，SOITBECOMESANURGENTPROBLEMINSENTENCEPROCESSINGATPRESENT，F(xiàn)EWSTUDIESDEDICATETOCOMPUTERPROCESSINGOFCOMPLEXSENTENCECHINESESENTENCECANBEDIVIDEDINTOTWOCLASSESOFSIMPLESENTENCEANDCOMPLEXSENTENCEBYSTRUCTURERESEARCHTOTHESIMPLESENTENCEMAINLYLAYSPARTICULAREMPHASISONTHEANALYSISOFTHESENTENCECOMPOSITIONANDRELATIONBETWEENCOMPOSITIONS；THISISNOTENOUGHTOCOMPLEXSENTENCE，F(xiàn)URTHERINVESTIGATIONONRELATIONSOFCLAUSESWHICHISDIRECTBASEUNITSOFCOMPLEXSENTENCEISNEEDEDTHEREFORE，RESEARCHINGONTHEBASISOFDEFINITIONOFCOMPLEXSENTENCE、DIFFERENCESBETWEENSIMPLESENTENCEANDCOMPLEXSENTENCE，ANDCLASSIFICATIONOFCOMPLEXSENTENCE，THISPAPERPROPOSESSTRATEGYOF‘DIVIDEANDRULE”，ITMEANSTOREALIZESEGMENTATIONOFCOMPLEXSENTENCEFIRST，THENBASEONTHIS，AUTOMATICJUDGEMENTONTHERELATIONOFCOMPLEXSENTENCECANBEREALIZEDTHEMAINRESEARCHCONTENTSALESUMMARIZEDASFOLLOWSTHEFIRSTPARTISTOREALIZETHECORRECTSEGMENTATIONOFCOMPLEXSENTENCESOCOMPLEXSENTENCECANBEDIVIDEDINTOSOMEORDEREDSETOFCLAUSESBYDETERMININGTHEFUNCTIONOFCOMMA，ANDMEANWHILECUTOFFPOINTSCANBEJUDGEDTHESECONDPARTISAIMEDTOJUDGETHERELATIONSOFCLAUSESTHROUGHFULLYEXCAVATINGTHEINNERLINKOFWORDSANDWORDTAGSINSENTENCES，ITREVEALEDLOGICSEMANTICRELATIONBETWEENCLAUSESITREALIZESAUTOMATICJUDGEMENTONTHERELATIONOFCLAUSESWELLATLASTACCORDINGTOEVERYPARTIALLYCHARACTERISTICOFTHERESEARCHCONTENTSDESCRIBEDABOVE，WESELECTTHEOPTIMALSTATISTICALMODELRESPECTIVELYSUPPORTVECTORMACHINESVMANDCONDITIONALRANDOMFIELDSCRFINORDERTOOBTAINBETTERCLASSIFICATIONACCURACYTHROUGHOBSERVINGANDANALYZINGALARGENUMBEROFRELATEDLANGUAGEPHENOMENON，WEINTEGRATELINGUISTICKNOWLEDGEINTOSTATISTIEALMODEL，THENTHEOPTIMIZATIONMODELISGENERATEDALLTHECORPUSWEUSEDINEXPERIMENTISFROMTCT973TSINGHUACHINESETREEBANK11LETREEBANKHASSIZEOF1000THOUSANDCHINESECHARACTERSFINALLYALLTHEEXPERIMENTSGETGOODRESULTSINOPENINGTESTANDCLOSINGTESTTHESEGMENTATIONOFCOMPLEXSENTENCEACHIEVESABOUT8470％INACCURACYANDTHEACCURACYOFAUTOMATICJUDGEMENTONTHERELATIONOFCLAUSESIS9486％ATLAST，INTEGRATEDEXPERIMENTRESULTISACCURACYOF8326％DATAREPORTEDALLABOVEISRESULTOFOPENINGTESTIFFEATURESCOULDBEIMPROVEDANDINCREASETHEMARKINGINFORMATIONOFRELATIVEEONJUNCTIONS，THESYSTEMCANGETABETTEREFFECTINEXPECTATIONKEYWORDSRELATIONOFCOMPLEXSENTENCE；SEGMENTATIONOFCOMPLEXSENTENCE；SVM；CRF；PARSINGIII

簡(jiǎn)介：分類號(hào)UBC一密級(jí)編號(hào)尊中唯予鬣夫籌碩士學(xué)位論文現(xiàn)代漢語(yǔ)和越南語(yǔ)數(shù)量短語(yǔ)比較研究學(xué)位申請(qǐng)人姓名乙【趟盎】墮蠢垂碩士學(xué)位論文MASTER’STHESISABSTRACTNUMERALSANDQUANTIFIERSINWORDC王ASSSYSTEMSOFMODEMCHINESEANDⅥ咖AINESEBOTLLARESPECIALCONSTMLENTWORDSTHESPECIAL田ISMATN啪ERALSANDQU枷FIERSARESELDOMUSEDALONEANDTHEYAREONENUSEDTOGETHELTHENUM酬P(guān)LLL。ASESOFⅡLEMODEMCHINESEARLDⅥETLLARNESEH￡LVESOMECOMMONBASICCHARACTERISTICSNUMERALS趾DQU刪FIERSAREOFTENCOLLOCATEDEACHO【LLERSTEADILYBESIDES，T11ECOLLOCATIONOFN1皿ERAISANDA啪TIFIERSACTSASSENTENCEELEMENTSTHET11ESISISENDEAVOREDTOMAKEACOMPARATIVESTUDYONMESTN尬TURE，SEM刪CSA11DSYNTACDC矗MC廿ONSOFMODEMCLLINESEA11DⅥETIL鋤ESET11ROUGHT11ESTLLDY，ONONEHAILD，WECALLUNDERSTAILDMORECLEADYT11EQUA面TATIVE口HASESOFCHIILESEANDⅥE協(xié)MNESEAND血EIRDI丘B(yǎng)RENCESANDSIMIL撕TIES0N吐LCOTHERTLA】M，ITHASPROVIDEDAGOODREFBRENCEFBRTHCⅥE恤AMESETOSTILDYCHINESEA11DFORC11INESETOSTUDYⅥE恤鋤ESETHETHESISISDIVIDCDINTOSIXPARTSTHEFIRSTPARTISABOUT也ES仇LCTLLRALFO徹SOFQU砒NITATIVEMASESOFCL血LESEAILDⅥELNAINESENDESCRIBES也ECLASSIFICATIONOFNUMERALSANDAUANTIFIERSINMODEMCLLINESEA11DⅥETILAMESEANDTHEIRDIFRERENCESANDSIILLILARITIESOFT11ESTNLCTURALFOMSOFMEQUANTITATIVEPHRASESTHESECONDPARTISABOUTTHESEMANTICTYPESOFT1EQUALLTITATIVEPHMSESINCLLINESE趾DⅥE恤鋤ESEITI11SPECTST11ESEMANTICSOFMEQU刪TADVEPHRASESANDMEDI舒BRENCESANDSIMIL刪ESOF恤CORRESPONDINGS咖CTURALFORNLSNETHIRD，F(xiàn)OU吡ANDFIFILLPANSAREALLABOUT也ES，11TACTICFILNCTIONSOFT11EQUALLTI詛TIVEPHRASESTHEQUANTI枷VEPHRASESCALLACT船ATT曲UTIVE，ADVERBIAL，COMPLEMENT，PREDICATE，SUBJECT，OBJECTANDSOONSO也EUSAGEISVERYCOMPLEXTHETHREEPARTSHAVEDESCRIBEDT11EDI抒BRENCESANDSIMIIARITIESOFTHEQUANTITATIVEPHRASESINACTII培ASVARIOUSSYLLTACTICELEMENTSINDETAILTHESIXMPARTHASEXPLORCDTHEDCVIANCESOFⅥETN鋤ESE咖DENTS協(xié)USINGCHMSEQU戤MTATIVEPHRASESNHASCLASSIFIEDA11DANALYZEDMEDEVIANCES趾DALSOFBLLILDOUT也ECAUSESOFMEDEVIALLCESSOASTOPROVIDESOMEPERSON以SUGGCSTIONSFORTEAC王LINGCH協(xié)ESEQUANTITATIVEPHRASESASAFOREIGNLANGUAGEBYFAR，T11EREARENOSPECIALTHESESOFCOMPARADVESTUDYONQLLAMITATIVEPBMSESOFCHINESEANDVIETILAMESETHETHESISMAKESACOMP鯽ATIVEANDSYSTEMATIC咖DYON也EPHRASES，SEMANTICSA11DSYNTACTICF曲CTIONSOFMEQUANTITATIVEPHRASESOFC11IRLESEANDⅥETNAⅡ1CSEONTHEBASISOFS”曲ESIZINGT11EACADEMICM砷EDALSOF也EFOMERLINGUISTSNMAKESCLEART11EDIFFBRENCESANDSIMILARITIESOFMEQUALLTITATIVEP11RASESOFT11ETWOII

簡(jiǎn)介：ATH錨ISSUBMITTEDFOR2008M雒TEROFARTSDEG他EATSHANXIUNIVE瑋時(shí)ONENGLISHTRANSLATI仰OFCHINESEPUBLICSIGNSINTHELIGHTOFNEWMARK，SCOMMUNICATIVETRANSLATIONTHEORVLJOMMUNLCATⅣELRANSLATLONLNEORVNAMELIYUEHONGSUPERYISORPROFJIMOFANGMAJORENGLISHLANGUAGEANDLITERATUREFIELDOFRESEARCHCONTRASTIVECULTUREANDT豫NSLATIONDEPARTMENTSCHOOLOFFOREIGNLANGUAGESIKSEARCHDURATIONSEPTEMBER，2005OUⅡE，2008JUNE，2008CONTENTSABSTRACTINENGLISHIABSTRACTINCHINESEIIICHAPTERIINTRODUCTION111S詛MSQUOOF廿1EENGLISHL協(xié)SLATIONOFPUBLICSI舯S112REASONSFBR廿LERESEARCH213SIGNIFICAILCEOFTHEIKSEARCH214RESEARCH～KTLLODOLOGY315‰CNLREOFTHE7RHESIS4CHAPTERⅡTHEO代TICALBASIS521BACK留ROUNDOFCOMMUNICALIVETRANSLATION522IN仃ODUCTIONTOCOMMLNLICATIVE11鋤SLATION6221CTAILDSTDEFINED6222THEMAINCHARACT甜STICSOFCOMM硼JCATHETRAILSLATION723CTANDTEXT聊OLOGY7231THEFE咖RESOFDI虢RENT1如ESOFTE熵8232TEXTTYPOLOGYAULDPUBIICSIGLLS10233N徹SLATIONPFINCIPLESFORDI毹REM1VPESOFTEXTS10CBAPTERLIIANA夠SISOFPUBLICSIGNS1331DEFINITION1332FUNCTIONSOFPUBLICSIGNS14321DIRECTING14322PROMPTIILG一15323RE嘶CTM215324COMPELLING1633C11ARACTERISTICSOFPUBLICSIGRIS16331LINGUISTICFEATURESOFPUBLICSIGNS163320THERFEATURESOFPUBLICSI印S2034DI腦RENT聊ESOFPUBLICSI驢S2L341PUBLICSIGNSWTHINFOMLATIVEFUNCTION一22342PUBLICSIGNSWMVOCA矗VEFUNCTION23’343PUBLICSIG∞WMMUL吐PLEFUNCTI011S23CHAPTERIV1’RANSLATIONERRORSONPUBNCSIGNS2541DI疏RENCESBET、VEENCHMESEAILDEN西ISHPUBLICSIG【LS25411DI骶RENCEINWBRDCLASS26412DI旋RENCEINSENTENCEORDER26413DI仃ERENCEINTONE26421’RANSLATIONE啪RSATDIF詫RENTLEVELS一27421ERRORSATLMG叫ISTICLEVEL28422ERRORSATCULTURAILEVEL34

簡(jiǎn)介：分類號(hào)分類號(hào)密級(jí)密級(jí)公開公開專業(yè)學(xué)位研究生學(xué)位論文論文題目（中文）論文題目（中文）直接法在肯尼亞中級(jí)漢語(yǔ)綜合課中的應(yīng)用研究直接法在肯尼亞中級(jí)漢語(yǔ)綜合課中的應(yīng)用研究以肯尼亞華文學(xué)院常規(guī)班為例以肯尼亞華文學(xué)院常規(guī)班為例論文題目（外文）論文題目（外文）THETHEAPPLICATIONPPLICATIONRESEARCHRESEARCHOFOFDIRECTMETHODIRECTMETHODINININTERMEDIATECHINESENTERMEDIATECHINESECOMPREHENSIVEOMPREHENSIVECOURSEINKENYAOURSEINKENYAACASESTUDYONTHEACASESTUDYONTHEREGULAREGULARCLASSLASSOFOFKENYAKENYACHINESECHINESECOLLEGEOLLEGE研究生姓名研究生姓名羅曉蘭羅曉蘭學(xué)位類別學(xué)位類別專業(yè)學(xué)位專業(yè)學(xué)位專業(yè)學(xué)位領(lǐng)域?qū)I(yè)學(xué)位領(lǐng)域漢語(yǔ)國(guó)際教育漢語(yǔ)國(guó)際教育學(xué)位級(jí)別學(xué)位級(jí)別碩士碩士校內(nèi)校內(nèi)導(dǎo)師姓名、職稱導(dǎo)師姓名、職稱李利芳李利芳教授教授校外校外導(dǎo)師導(dǎo)師單位單位、姓名姓名論文工作起止年月論文工作起止年月20152015年4月至月至20162016年4月論文提交日期論文提交日期20162016年4月論文答辯日期論文答辯日期20162016年5月學(xué)位授予日期學(xué)位授予日期20162016年6月校址甘肅省蘭州市校址甘肅省蘭州市I直接法在肯尼亞中級(jí)漢語(yǔ)綜合課中的應(yīng)用研究直接法在肯尼亞中級(jí)漢語(yǔ)綜合課中的應(yīng)用研究以肯尼亞華文學(xué)院常規(guī)班為例以肯尼亞華文學(xué)院常規(guī)班為例中文中文摘要摘要結(jié)合肯尼亞華文學(xué)院常規(guī)班多為青年學(xué)生且希望通過(guò)學(xué)習(xí)漢語(yǔ)獲得工作的學(xué)習(xí)目的，以及肯尼亞教學(xué)條件落后的現(xiàn)實(shí)情況，筆者在教學(xué)實(shí)踐中經(jīng)過(guò)分析總結(jié)，發(fā)現(xiàn)應(yīng)用直接法進(jìn)行漢語(yǔ)教學(xué)能達(dá)到較好的效果。本文力圖通過(guò)調(diào)查、訪談及實(shí)踐，分析在肯尼亞進(jìn)行漢語(yǔ)教學(xué)時(shí)應(yīng)用直接法的可行性，通過(guò)展示真實(shí)的課堂案例發(fā)現(xiàn)其教學(xué)效果及存在的問(wèn)題，并給出相應(yīng)的建議。關(guān)鍵詞關(guān)鍵詞直接法，肯尼亞，漢語(yǔ)教學(xué)，中級(jí)，綜合課

簡(jiǎn)介：分類號(hào)學(xué)校代碼量魚塾2密級(jí)現(xiàn)代漢語(yǔ)形似同音詞的對(duì)外漢語(yǔ)教學(xué)研究THERESEARCHOFCHINESETEACHINGFORTHEFOREIGNERSOFTHESIMILARHOMOPHONESOFCONTEMPORARYCHINESELANGUAGE研究生姓名指導(dǎo)教師姓名、職稱學(xué)科專業(yè)研究方向唐萍陳建初教授漢語(yǔ)國(guó)際教育湖南師范大學(xué)學(xué)位評(píng)定委員會(huì)辦公室二零一三年五月形似同音詞，同時(shí)針對(duì)對(duì)外漢語(yǔ)教材的編排和對(duì)外漢語(yǔ)教學(xué)手段提出了建議。本文對(duì)現(xiàn)代漢語(yǔ)形似同音詞所做的對(duì)外漢語(yǔ)教學(xué)研究希望能為漢語(yǔ)形似同音詞的對(duì)外漢語(yǔ)教學(xué)提供借鑒。關(guān)鍵詞形似同音詞；HSK；偏誤；對(duì)外漢語(yǔ)教學(xué)；教學(xué)建議

簡(jiǎn)介：編號(hào)碩士學(xué)位論文碩士學(xué)位論文題目基于馬士曼漢字研究的對(duì)外漢語(yǔ)漢字教學(xué)培養(yǎng)單位沈陽(yáng)師范大學(xué)文學(xué)院專業(yè)名稱漢語(yǔ)國(guó)際教育碩士指導(dǎo)教師姜哲研究生孫凡完成時(shí)間2016年5月21日沈陽(yáng)師范大學(xué)研究生處制類別教育碩士同等學(xué)力學(xué)位論文獨(dú)創(chuàng)性聲明本人所呈交的學(xué)位論文是在導(dǎo)師的指導(dǎo)下取得的研究成果。據(jù)我所知，除文中已經(jīng)注明引用的內(nèi)容外，本論文不包含其他個(gè)人已經(jīng)發(fā)表或撰寫過(guò)的研究成果。對(duì)本文的研究做出重要貢獻(xiàn)的個(gè)人和集體，均已在文中作了明確說(shuō)明并表示了謝意。作者簽名日期學(xué)位論文使用授權(quán)聲明本人授權(quán)沈陽(yáng)師范大學(xué)研究生處，將本人碩士學(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；有權(quán)保留學(xué)位論文并向國(guó)家主管部門或其指定機(jī)構(gòu)送交論文的電子版和紙質(zhì)版，允許論文被查閱和借閱；有權(quán)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。保密的學(xué)位論文在解密后適用本規(guī)定。作者簽名日期

簡(jiǎn)介：P囁中央民族大學(xué)碩士學(xué)位論文現(xiàn)代漢語(yǔ)轉(zhuǎn)折句式與第二語(yǔ)言閱讀教學(xué)之關(guān)系研究姓名指導(dǎo)教師院系部所專業(yè)完成臼期李少虹關(guān)辛秋少數(shù)民族語(yǔ)言文學(xué)系語(yǔ)言學(xué)及應(yīng)用語(yǔ)言學(xué)2006年5月是有標(biāo)志的，有規(guī)律可循的。這將對(duì)閱讀教學(xué)提供有形的、可操作的內(nèi)容。第三章分析轉(zhuǎn)折旬式與閱讀教學(xué)的關(guān)系。轉(zhuǎn)折句式的前后兩部分語(yǔ)義倚重不同，轉(zhuǎn)折句式是用來(lái)表達(dá)文章觀點(diǎn)和中心思想及陳述事實(shí)的。這個(gè)結(jié)論對(duì)閱讀教學(xué)有重要啟發(fā)。通過(guò)偏誤分析發(fā)現(xiàn)，轉(zhuǎn)折句式的偏誤主要集中在學(xué)生不能正確理解和運(yùn)用形合式轉(zhuǎn)折句式中的關(guān)聯(lián)詞語(yǔ)，對(duì)意合式轉(zhuǎn)折句式的信號(hào)詞不敏感，對(duì)其語(yǔ)義沒(méi)能從篇章的角度去把握。在此基礎(chǔ)上為閱讀課教學(xué)和閱讀教材編寫提供一些建議，以減少閱讀教學(xué)的盲目性，提高第二語(yǔ)言學(xué)習(xí)者的閱讀能力和閱讀效率。余論部分強(qiáng)調(diào)漢語(yǔ)轉(zhuǎn)折旬式是有規(guī)律可循的，找到了規(guī)律，在教學(xué)中就會(huì)收到事半功倍的效果。關(guān)鍵詞轉(zhuǎn)折，轉(zhuǎn)折旬式，閱讀，閱讀教學(xué)

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