对外汉语简单趋向补语教学的研究.doc

目  录  中文摘要··································································I Abstract··································································III 第一章 绪论································································1 第一节 选题缘由·························································1 第二节 简单趋向补语的定义和范围·········································1 第三节 趋向补语的研究现状···············································2 第四节 汉语简单趋向补语的研究综述·······································5 第五节 本文研究方法····················································11 第二章 本文的理论基础·····················································12 一、对比分析理论······················································12 二、偏误分析理论······················································12 三、中介语理论························································13 四、三个平面理论······················································13 第三章 简单趋向补语学习情况调查···········································15 一、调查问卷的设计····················································15 二、学习者的基本情况··················································15 三、调查问卷的实施步骤················································16 四、简单趋向补语测试结果统计分析······································16 第四章 简单趋向补语学习偏误分析···········································18 第一节 偏误产生的类型··················································18 一、结构形式上的偏误·················································18 二、语义理解上的偏误·················································19 三、其他方面上的偏误·················································25 第二节 偏误产生的原因··················································28 一、客观原因·························································28 二、主观原因·························································32 第五章 简单趋向补语教学建议···············································35 第一节 教师方面的建议·················································35 一、加强对比分析，减少母语干扰········································35 二、采用循序渐进的原则，引领学生感知汉语简单趋向补语··················35 三、加强引申意义的教学，采用现代技术重点讲解“宾语的位置··············37 四、采用科学的教学方法，充分利用课堂教学与课外实践···········