汉语作为第二语言教学中的表已然义“是……的”句研究

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1、AbstractAlthoughChineselacksoftheformofsymbolsandpatternsinthestrictsense,Chinesehasitsownparticularwayofexpressingtheconceptoftimeinotherlanguages.Inadditiontofocusingontherelationshipofmeaningandexpression,somespecialpatternsinChinese,areveryflexibleingrammaranddiverseinexpressing,whichare

2、thedifficultpointsforoverseastudentstandtheimportantpointsforresearch*Achievedushi-densentencepatternsisdiscoveredraresofarwhichcanexpressthetimeandtense.SoitisoneoftheimportantpointoftheteachingChineseassecondlanguageJnresearchingonthissentencepatternandtheacquisitionorderwillhelpusdifineth

3、esecondlanguagelearner's“inneroutlinew,thenusrtherelevantteachingstrategiesandmethods.Firstly,thisdissertationwillfindoutreasionsofbiaserrorinlearningthissentencepatternsthroughanalysingthbiaserrorsofoverseastudents.Onthisbasis,weusethecorpusandquestionnairemethodtoinverstigatetheacqusitiono

4、rderofthissentencepatternsofthreedifferentlevels(elementary,secondaryandtetiary)ofChineseproficiencyaswellastheircharacteristics.Toourresearchelementarylearnerscanacquirebasicpattems;secondarylearnersgraduallyacquirethosecomparativelydifficultpatternswithcertainpragmaticfunctions;andteritary

5、learnersstarttoacquirethesentencepatternswithadeviatefromtheconventionalandwithcomplexpragmaticfunctions

6、emadeoutintheformersectionjhispaperpointsouttheweaknessesofsometextbooksandproposessomeconstructionalsuggestions,whichmaybebenificialtoteachingofChineseasasecondlanguageaswellastextbookcompilingforit.Keywords:teaching,biaserror,aqusitionorder,achieved“shi…de”sentencepatternsin中文文摘第二语言习得研究作为一

7、门独立的学科已有将近四十年的历史，其目的是帮助第二语言习得者更好地习得目的语，具体描述习得者的习得过程、习得规律、习得顺序.汉语作为第二语言教学的研究随着第二语言习得理论的引进发展迅速。本文以第二语言习得理论及其相关学科理论为背景，主要研究作为第二语言的表已然义“是……的”句•在研究本体的基础上，重点调査分析第二语言习得者在习得此句时的偏误及其原因；通过语料库和调査问卷，分阶段探讨第二语言习得者习得此句的习得规律.习得顺序；综合上述研究提出对大纲教材、教学、练习的改进建议。在第一章中，根据“