对外汉语教学中的“只有”和“只要”-对外汉语专业论文.docxVIP

摘要 摘要 万方数据 万方数据 摘 要 关于“只有”与“只要”的研究有很多，但一般将其作为条件连词的小 点加以研究，且主要争议它们作为连词表示何种条件关系，较少将它们作为 单独的词或词组进行分析，也较少探讨它们在对外汉语教学中的情况，但留 学生在这方面还存在着较多偏误，因而有必要将二词进一步分析。 本文包括三个部分。第一部分将从三个平面分析词组及词“只有”与“只 要”，并从逻辑方面分析二者作为连词时引导何种条件句。在此基础上，对 二者进行对比，以减少对二者的混用。由于将 “只有……才……”和“只 要……就……”作为固定搭配教予留学生，留学生还是会出现错搭的情况， 因而本文将进一步分析“才”和“只有”搭配的原因，分析“就”和“只要” 搭配的原因，以期将学生机械记忆转化为理解性记忆。第二部分以本体研究 为指导，分析留学生的偏误情况，并寻找偏误原因。第三部分，则结合本体 研究与偏误分析，对教学提出一些建议。 关键词：只有；只要；偏误；对外汉语教学 II Abst Abstract ABSTRACT There are many studies about “zhiyou” and “zhiyao”, but these studies usually analyze them as conditional conjunction, and discuss which conditional relation they express. There are little studies about analyzing them as words or phrases, and little studies analyze their condition in teaching Chinese as a foreign language, but foreign students still have many errors about them, so further analysis is necessary. The thesis composed of three parts. The first part analyze “zhiyou” and “zhiyao” with three-plane theory, and give a logical analysis of conditional sentences when use them as conjunction, then on the base of this compare them to reduce mixing. Teaching foreign students with fixed collocation, they still will make mistakes on them, so there is necessary to study why combine “zhiyou” with “cai”, why combine “zhiyao” with “jiu”. That can help students comprehend them rather than remembering them mechanically. The second part analyzes errors of foreign students and search for reasons. The third part would give some advice about teaching on the basis of Chinese research and errors analysis of foreign students. Key Words: zhiyou; zhiyao; errors; teaching Chinese as a foreign language III 目录 目录 目 录 第 1 章 绪论 ···················································································· 1 1.1 研究缘起 ········································································· 1 1.2 研究意义 ········································································· 1 1.3 研究综述 ·····················································