試析英語(yǔ)基本時(shí)態(tài)結(jié)構(gòu)的漢語(yǔ)對(duì)應(yīng)形式及其對(duì)對(duì)外漢語(yǔ)教學(xué)的啟示.pdf

1、學(xué)校代碼：三旦呈鯉分類號(hào)：鰻3313研究生學(xué)號(hào)：!Q2QQ2QQ!ZQQ!!密級(jí)：玉東牡爭(zhēng)葒大孽碩士學(xué)位論文試析英語(yǔ)基本時(shí)態(tài)結(jié)構(gòu)的漢語(yǔ)對(duì)應(yīng)形式及其對(duì)對(duì)外漢語(yǔ)教掌的啟示AnalysisonEnlightenmenttotheTCSLTeachingbyContrastingtheEnglishTensestoTheirCorrespondingChineseTensesExpressions指導(dǎo)教師學(xué)科專業(yè)研究方向?qū)W位類型作者：孫興智晏宗

2、杰副教授漢語(yǔ)國(guó)際教育漢語(yǔ)國(guó)際教育專業(yè)碩士東北師范大學(xué)學(xué)位評(píng)定委員會(huì)2011年12月AbstractWith30yearsconstantlydeepeningoftheChinasreformandopeningup，Chinaseconomyhasmadegreatprogress，thenationalstrengthandinternationalprestigealsosignificantlyincreased，andtheo

3、peningdooroftheancientcivilizationsattractsmanyforeignstudentstocometoexploretheessenceThatwillbeeasyfortheforeignstudents，especiallytheEnglishspeakingones，tofindoutthattheChineseasalanguageisSOprofoundrichideographicand

4、flexible111edifferencesbetweentheChineseandtheirnativelanguagebringtremendousobstaclestotheirChinese1earningespeciallyintheexpressionaspectsofthetenses硼№di鼠rencesbetweenthetwolanguagesontheconstructionsoftheexpressionsof

5、thetensesmaketheEnglishspeakingChineselearnersfeelveryhardtotransfertheleamingskillsandexperiencetheyhaveacquiredfromthenativelanguagelearningattheinitialstageofChineselearningandtheerrorswillfrequentlyoccurwhichcausedby

6、theimpactofthefixedformsoftensesintheirmothertongueEnglishMeanwhile也edifferencesbetweenthetwolanguageswillbringahugechallengetotheTCSLteachers’teachingworkThethesisselectedlanguagetransfertheoryandKrashen’S”il”theoryasat

7、heorytoguidetheresearch，triedtocompareandanalyzethebasictenseformsinEnglishwiththetenseexpressionsinChinese，andsummarizedthecorrelationbetweenthetwolanguagesonthetenseexpressionsIthopesthatthroughthiscomparisonitcanmakes

8、omemoretargetedandeffectiveteachingsuggestionstotheTCSLteachersontheChinesetenseexpressionteachingT11iSthesisbrokethelimitationsthatonedisciplinesolelyfocusonitsowncontent，thecontentoftheresearchisnotlimitedononelanguage

9、，buttocontrasttheformsoftenseinEnglishandChineseTlliSthesiscouldbedividedintofivepartsrnlefirstpartfocusesonthedevelopmentprocessandtheinfluencetotheTCSLteachingofthetwoclassiclinguistictheories_—tllelanguagetransfertheo

10、ryandKrashen’S”il”theoryThesecondpartintroducestheresearchstatusoftheEnglishtensesystemandtheChinesetenseexpressionsystemnlethirdpartdescribestheformsoftheeightbasictensesinEnglishcontrastingtotheChinesetenseexpression，t

11、heeightbasictensesinEnglisharethepresentindefinite，’thepastindefinite，thepresentcontinuous，thepastcontinuous，thepresentperfect，thepastperfecLthefutureindefiniteandthepastfutureindefinite，andalsoexplainstheireniightenment

12、stotheTCSLteachingindetailnlefourthpartdiscussesthesignificanceandenlightenmenttotheTCSLteachingofthecontrastbetweentheeightEnglishtenseswiththeircorrespondingChinesetenseexpressionThefifmpartconcludestheformsandenlighte