( 83 ) 1. 1,,,,,,,,,, : ; ; ; (, 2001),,,,,,,,,,,,,,,,,, :,,?,,,, (, 1999),,,,,,, 1. 2,,,,,,,,, 94

Size: px

Start display at page:

Download "( 83 ) 1. 1,,,,,,,,,, : ; ; ; (, 2001),,,,,,,,,,,,,,,,,, :,,?,,,, (, 1999),,,,,,, 1. 2,,,,,,,,, 94"

穰房
7 years ago
Views:

1 : : : ; ;,,,,,,,,,,, 90,,,,,,,,,,,,,,,,, : 1), ; 2), ; 3),,,,,, 93

2 ( 83 ) 1. 1,,,,,,,,,, : ; ; ; (, 2001),,,,,,,,,,,,,,,,,, :,,?,,,, (, 1999),,,,,,, 1. 2,,,,,,,,, 94

3 : :,, 80,,,,,,,, (A rnold, 2000: F24),,,,,,,,, ,,,, (, 2004),, : ; ;, ;, ; (, 2004),, : :,,,, :, ;, ;,,,,, (, 2007), : (2007), : : : ; ; ;, : ;, :,,,,,, 95

4 ( 83 ) :,,, (Cook, 2000: F24) 1. 3,,,,,,,,,, , (2000),, ( ), (2002) (2006),,,, (2006),,,,,,,,,,,, ,, (Baloche, 2006),,,,,,,,,,,,,,, (2006),, 96

5 : :,, (2006), : 1) ; 2) ; 3) ; 4) ; 5) ; 6) ; 7) ; 8) ; 9) / ; 10) ; 11) ; 12) ; 13) ; 14) ; 15) AP (2007: 137), : ( exp ression) ( interp retation) ( negotiation of meaning),,,,,,,,,,,,,,,,,,,,,,,,,,, 2. 1,,,,,,,, (2006) :,,,,,,,,,,, 97

6 ( 83 ),, (, 2007),,, 1959, :,,,,,,, (, 1980), :,, (, 1976: ),,,, 2. 2, 6000,,,,,,,,, (2005) :,,,, : 1)?,, 2),?,,, 3)?,,, 4)?,? (, 1989), 1000, %, %, (2004), 21 98

7 : : :,,?,???, ;,,,,, 2. 3,,, (Ch en et al., 1994),, : 1), ( ),, ; 2),,,,,,,,,, : ; ;, :,,, (, 1983: 77-78),,,, : ( ),,,,,,,?,,,,,, (, 2003: ),,,,,,,,, ( ),,,,, (, 2005),,,,,,,,,, 99

8 ( 83 ) 2. 4,,,,,, 1998 Everson,, 90% ;, 91%, Everson,,,, Yang (2000), Everson :,,,, (1996),,,,,,,,,,,,,, (, 2005),,,, ;,,,,,,,, :,,,,,,,, (, 1980: 222) 2. 5,,,,,,,,, 100,,,

9 : : /,, ( ), ( ), ( ) (, 1999),, (2005) :,,,,,, :,, ;,,,, (, 1999),,, : 1),,,,,,,,, 2),,,,, 3) 300 (,, ), 4),,,,, 3. 1,,, 40,,,,,,,,,,,,,, 1993, 2. 6, 4000, (, ), 15, 56% 0, 80% :, (, ),,, 10, :,,,,,,,?? 101

10 ( 83 ),,,,, (, ),,, ,,,,,,,,,, 70%,,,,, 58) : Gregory (1967) (, 2005: ,,,,,,,,,,,,,,, (, 1997) 102

11 : :,,,,,,,,, : :,,,, (, 2004: 21-22), (2003) :,,,,, :,,,,,,,,,,,,,,,,,,,,,,,,,,,,,, 3. 3,,,,,,,, 103

12 ( 83 ),,, (, ),,,,,,,,,,,, ( ),,,,,,,?,, ( ERP) 8,,,,,, (, 2006)?,,,,,, : :, ( ),, (, 2007),, :,, (, 2006),, ( FSI), , 300, : / / / / / / / /, ;, ( 104

13 : : ),, (, 2000),,,,,, 3. 4,,,, 24, 13 (, 2004),?,,,, (Matteo R icci, ) ( 1582) ( ) :,,,,,,,, (, 1990) :,,,,,, (, 1997),,,,, (1998), 30, (2004),,,, 20, 500 ( ),,,,,,,,,,,,,,,,,,,,,,, 105

14 ( 83 ),,,,,,,, (2006),,,,,,, (2007),, : (2006), : (2004), : (1999), 1 (2005), ( ) (2007),, : (2006), : (2005) :,,, : (2006),, : (2003), 3 (1999), 9, : (2007), 2 (2007), 1, : (1997),, : (1983), : (2000), : (2002), 2 (2004), : (1998), 3 (2004), 1 (2005), 2002, : (2006), 5 (2005), 106

15 : : (2006), 2 (2000) FSI CET, (2003), : (2006), : (2007), 2 (2006) ( ERP), 13 (2007) AP, : (1999), ( 2 ), : (1990), : (1997) ( ), : (2004),, : (1989), 2, : (2007), 3 (1976),, : (1980), : (2001) ( ), : (2004) 21,, : (2005), 1 22 A rnold, Jane (2000) A ffect in Language Learning, Baloche, L. A. (2006) :, : Ch en Ta2Tuan, et al. (1994) Chinese Prim er. ( ) Princeton: Princeton University Press. Cook, V ivian (2000) Second Language Learning and Language Teaching, : Johnson, Keith (2002) A n Introduction Language Learning and Teaching, : Nunan, David (2001) Second L anguage Teaching and L earning, :,,,, ( : ) 107

16 adverb that intensifies the degree of negation as documented in the literature on the basis that its use is different from definitely/absolutely NOT, but a discourse operator that links p ropo2 sitions in the discourse by highlighting their opposition serving the purpose of clarifying the facts. Key w ords: b n, negation, semantic condition, discourse connection The geograph ica l var ian ts of descr iptive loan s in Ch inese GAO X iaohong and L IU X iaoha i, p68 The descrip tive loan words in Chinese are used to designate foreign things, by com bining a qualifying morpheme, such as y n ( ), f n ( ), h ( ) with a original Chinese term. This paper takes the words cem ent, soap, tom ato, potato in Chinese as examp les to investigate the geographical variants of the descrip tive loan words in Chinese. And it finds out that y n and f n are used most frequently, with y n mainly distribute in the north, while f n in the south. In addition, u zi( ), h n m o ( ), h l n ( ), are mainly distributed in Guangdong and Fujian. This paper gives som e vivid examp les for the sake of teaching Chinese as a second language. Key w ords: descrip tive loan word, Chinese dialect, y n, f n Problem s in M ongolian2ch inese D ictionar ies v iewed from lex ica l errors of M ongolian studen ts Saran tsetseg and ZHO U L in, p85 The Mongolian2Chinese dictionary is a major one for Mongolian learners of the Chinese language, which p lays an important role in the Chinese output of Mongolian students. Howev2 er, some defects in the D ictionary may lead to lexical errors. This paper exp lores and analyzes the follow ing types of errors: 1) Those that are related to defining patterns such as verb voices and reference, 2) Those that are due to the m issing of some important meaning item s, and 3) Those that are caused by the lacking of examp les. Som e suggestions are also made to solve these p roblem s. Key w ords: Chinese interlanguage, lexical error, Mongolian2Chinese D ictionary, bilingual dictionary Concept and m ode of teach ing Ch inese a s a second language Zhao J inm ing, p93 This paper focuses on the new concep t of second language teaching worldw ide, putting for2 ward the op inion that the relation of Chinese language teaching and Chinese character teaching is the key when exp loring the mode of teaching Chinese as a second language. In order to im2 p rove Chinese learners comp rehensive Chinese p roficiency, more importance should be atta2 ched to the balance of language skills in teaching design and w ritten language teaching should be strengthened. Key w ords: teaching concep t, teaching mode, w ritten language teaching, comp rehensive Chinese p roficiency An ana lysis of the teacher in itia ted con ten t in cla ssroom teach ing L Y ulan, p108 This paper defines teacher initiated content ( TIC) as the content discussed and men2 tioned in classroom communication which is p lanned and initiated by the teacher for a specific teaching aim, and analyzes its main categories including the model sentences, the supporting

致谢本人自 2008 年 6 月从上海外国语大学毕业之后, 于 2010 年 3 月再次进入上外, 非常有幸成为汉语国际教育专业的研究生回顾三年以来的学习和生活, 顿时感觉这段时间也

致谢本人自 2008 年 6 月从上海外国语大学毕业之后, 于 2010 年 3 月再次进入上外, 非常有幸成为汉语国际教育专业的研究生回顾三年以来的学习和生活, 顿时感觉这段时间也精英汉语和新实用汉语课本的对比研究 The Comparative Study of Jing Ying Chinese and The New Practical Chinese Textbook 专业 : 届别 : 姓名 : 导师 : 汉语国际教育 2013 届王泉玲杨金华 1 致谢本人自 2008 年 6 月从上海外