簡介：分類號UDC密級編號萆中研鬣火等碩士學(xué)位論文基于現(xiàn)代漢語詞典的學(xué)位申請人姓名劉羹申請學(xué)位學(xué)生類別全日劌碩士申請學(xué)位學(xué)科專業(yè)語言至及應(yīng)用語言鱟指導(dǎo)教師姓名圭向盤教授⑧碩士學(xué)位論文MASTER’STHESISASTUDYOFDISYLLABICWORDSOFTHESAMEMORPHEMEINMODERNCHINESE彳碭釕括SUBMITTEDINPARTIALFULFILLMENTOFTHEREQUIREMENTFORTHEMASTERDEGREEINLINGUISTICSLIUHAOPOSTGRADUATEPROGRAMCOLLEGEOFCHINESELANGUAGEANDLITERATURECENTRALCHINANORMALUNIVERSITYSUPERVISORLIXIANGNONGACADEMICTITLEPROFESSORSIGNATUREMAY2013

簡介：分類號分類號碩士學(xué)位論文題目目泰國中學(xué)生漢語口語教學(xué)現(xiàn)狀調(diào)查泰國中學(xué)生漢語口語教學(xué)現(xiàn)狀調(diào)查以泰國南部及東北部中學(xué)生為例以泰國南部及東北部中學(xué)生為例TITLETHAIL’SSITUATIONOFSPOKENCHINESEINHIGHSCHOOLINSETOFSTUDENTSATSOUTHERNNTHERNTHAIL學(xué)科、專業(yè)業(yè)漢語國際教育漢語國際教育研究方向向漢語作為第二語言教學(xué)漢語作為第二語言教學(xué)作者姓名名曹文彧導(dǎo)師及職稱導(dǎo)師及職稱熊仲儒熊仲儒教授教授饒宏泉饒宏泉副教授副教授論文提交日期論文提交日期2016年4月授予學(xué)位日期授予學(xué)位日期安徽師范大學(xué)學(xué)位評定委員會辦公室泰國中學(xué)生漢語口語教學(xué)現(xiàn)狀調(diào)查泰國中學(xué)生漢語口語教學(xué)現(xiàn)狀調(diào)查以泰國南部及東北部中學(xué)生為例以泰國南部及東北部中學(xué)生為例曹文彧安徽師范大學(xué)碩士學(xué)位論文二○一六年四月

簡介：西北大學(xué)碩士學(xué)位論文漢語事物名詞的指稱論姓名楊炎華申請學(xué)位級別碩士專業(yè)語言學(xué)及應(yīng)用語言學(xué)指導(dǎo)教師王軍虎20100618ABSTRACTTHISPAPERMAINLYTALKSABOUTTHEREFERENCEOFNOUNSWHICHREPRESENTSCONCRETE，DISCRETE，THREEDIMENSIONALTHINGSINTHEWORLDTHETHEORETICALFRAMEWORKOFTHISPAPERARECOGNITIVEANDFUNCTIONALISM，CLAUSALPIVOTONEOFPARTSTALKSABOUTTHEFOLLOWINGTHREETHEORETICALISSUES1THEREFERENTIALMEANINGOFTHESENOUNSISAMEANINGTHATAWORDCANONLYHAVEWHENITISINITSUSINGTHEMEANINGACTUALLYREFLECTSTHERELATIONSHIPBETWEENAWORDANDTHEOBJECTTHATTHEWORDREPRESENTSINTHE2THEWAYSOFREFERENCEINCLUDEENTITYREFERENTIALANDNONENTITYREFERENTIAL，GENERICANDINDIVIDUAL，IDENTIFIABLEANDNONIDENTIFIABLE3THELASTTHEORETICALDISCUSIONISABOUTTHETWOCLASSIFICATIONSYSTEMSOFREFERENCEONEISFORTHEPROPERNOUNANDTHEOTHERISFORCONUNONNOUNTHEOTHERPARTDISCUSSESTHREEPRACTICALPROBLEMS1IFTHEREISNEFERENTIALMEANINGOFTHENAM∞OSYLLABICS蜘LCTIL佗INTHESTRUCTUREVAI∞NOSYILABICS虹1LCTU他NAM嘶OSYLLABICSHUC嘛，WECANCONCLUDETHATTHESTRUCTURE”VAM∞。SRLLABIC蚰1LCTU∞NAM。∞SYLLABIC咖CTI玳ISAWORDONTHECONTRARYIFTHENAMONOSYLLABIC蛐MCTIL他HASAREFERENTIALMEANING，THESTRUCTURE”VAM∞OSYLLABICSHUCTIL佗NAM∞。SYLLABICS仉ICTL鵬ISALANGUAGEUNITTHATISGREATERTHANTHELANGUAGEOFTHEWORDUNITSⅡ

簡介：浙江師范大學(xué)碩士學(xué)位論文英漢語言學(xué)專著中致謝的語類分析姓名李良勇申請學(xué)位級別碩士專業(yè)外國語言學(xué)及應(yīng)用語言學(xué)指導(dǎo)教師潘章仙20070301ABSTRACTENGLISHFORACADEMICPURPOSESREAPLHASBEENALLIMPORTANTFIELDFORAPPIEDLINGUISTICRESEARCHANDHASATTRACTEDTHEBROADATTENTIONOFLINGUISTS，LANGUAGCTEACHERSASWELLASACADEMICSINGENERALALOTOFACADEMICWORKSHAVEBEENDEVOTEDTOITENDEAVOURINTHISTRENDHASEVENBEENEXTENDEDRECENTLYSOMEPARATEXTSOFACADEMICWORKSHAVEALSOFALLENWITHINTHESCOPEOFEAPRESEARCHONEOFTHETYPICALEXAMPLESISACKNOWLEDGEMENTACKNOWLEDGEMCN【SNOTONLYOFFERAUTHORSARHETORICALSPACETOCONVEYTHEIRGENUINEGRATITUDEFORASSISTANCE，BUTALSEFLECTTHEIRACADEMICATTITUDE，MORALITYANDACADEMICPROFICIENCYSOMESCHOLARSHAVEINVESTIGATEDTHEARTICLEACKNOWLEDGEMENTSANDTHEMATHESISANDPH，DDISSERTATIONACKNOWLEDGEMENTSANDTHESIGNIFICANCEOFTHISSUBGENREISNOWBEINGRECOGNIZED，HOWEVER，LITTLEWORKHASSOFARBEENDONEONACKNOWLEDGEMENTSINACADEMICBOOKSSOMELITERARYCRITIQUESHAVEBEENMADEONTHEM，BUTNOSYSTEMICGENERICSTUDYHASBEENFOUNDTOCOMPARETHEENGLISHANDCHINESEACKNOWLEDGEMENTINACADEMICMONOGRAPHSINORDERTOMAKEACONTRIBUTIONINTHISREGARD，ANEMPIRICALEXPLORATIONISCONDUCTEDINTHISRESEARCHFORTHESTUDYASMALLCORPUSWASBUILT，CONSISTINGOF60ACKNOWLEDGEMENTTEXTSSAMPLEDFROMLINGUISTICMONOGRAPHSHALFOFWHICHAREENGLISHANDANOTHERHALFCHINESETHISRESEARCHAIMSTOFINDOUTHOWBOOKACKNOWLEDGEMENTSARELINGUISTICALLYANDGENERICALLYSTRUCTUREDANDSOCIALLYANDPRAGMATICALLYCONSTRUCTED，ANDITALSOATTEMPTS，THROUGHACROSSLINGUISTICCOMPARISON，TOFINDOUTWHETHERTHEREARESOMECULTURALDIFFEFENCESTHEPRESENTSTUDYREVEALSTHATMAKINGACKNOWLEDGMENTINLINGUISTICBOOKSISAPREVALENTPRACTICEBOOKACKNOWLEDGEMENTSEXHIBITDISTINCTIVEGENERICFEATURESTHEYCONSISTOFTHREEMOVESREFLECTINGMOVE，THANKINGNLOVEANDANNOUNCINGMOVETHESECONDMOVEISOBLIGATORYWHILETHEOTHERTWOAREOPTIONALTHESEMOVESARECOMPRISEDOFVARIOUSSTEPSANDACTSCHINESEANDENGLISHBOOKACKNOWLEDGMENTSDIFFERNOTINTHEOVERALLGENERICSTRUCTUREBUTONLYINSOMESPECIFICSTEPSANDACTSFORTHELINGUISTICREALIZATIONOFTHESUBGENRE，THETHESISINVESTIGATEDTHE

簡介：密級學(xué)校代碼10075分類號學(xué)號20150902033漢語國際教育碩士專業(yè)學(xué)位論文中蒙初級漢語教材新實用漢語課本與初級漢語課本對比研究中蒙初級漢語教材新實用漢語課本與初級漢語課本對比研究學(xué)位申請人散薩日指導(dǎo)教師馮軍偉副教授學(xué)位類別漢語國際教育碩士專業(yè)學(xué)位學(xué)科專業(yè)漢語國際教育碩士授予單位河北大學(xué)答辯日期二○一七年六月

簡介：點擊查看更多初級對外漢語教材編寫研究——以《飛躍漢語速成系列教材》為例.pdf精彩內(nèi)容。

簡介：分類號分類號密級密級專業(yè)學(xué)位專業(yè)學(xué)位研究生學(xué)位論文研究生學(xué)位論文論文題目（中文）論文題目（中文）基于趣味性原則的好棒兒童漢語和基于趣味性原則的好棒兒童漢語和生活中國語對比研究生活中國語對比研究論文題目（外文）論文題目（外文）ACOMPARATIVESTUDYOFGOODCHILDRENCHINESEACOMPARATIVESTUDYOFGOODCHILDRENCHINESELIVINGCHINESEBASEDONINTERESTLIVINGCHINESEBASEDONINTEREST研究生姓名研究生姓名方碧陶方碧陶學(xué)位類別學(xué)位類別專業(yè)學(xué)位專業(yè)學(xué)位專業(yè)學(xué)位領(lǐng)域?qū)I(yè)學(xué)位領(lǐng)域漢語國際教育漢語國際教育學(xué)位級別學(xué)位級別碩士校內(nèi)校內(nèi)導(dǎo)師姓名、職稱導(dǎo)師姓名、職稱周小莉周小莉副教授副教授校外校外導(dǎo)師導(dǎo)師單位單位、姓名姓名論文工作起止年月論文工作起止年月20162016年4月至20172017年4月論文提交日期論文提交日期20172017年5月論文答辯日期論文答辯日期20172017年5月學(xué)位授予日期學(xué)位授予日期校址甘肅省蘭州市校址甘肅省蘭州市蘭州大學(xué)碩士學(xué)位論文基于趣味性原則的好棒兒童漢語和生活中國語對比研究IIIACOMPARATIVESTUDYOF“GOODCHILDRENCHINESE““LIVINGCHINESE“BASEDONINTERESTABSTRACTWITHTHECONTINUOUSSTRENGTHENINGOFCHINASCOMPREHENSIVENATIONALSTRENGTHTHEINTERNATIONALPROMOTIONEDUCATIONOFCHINESEAREALSODEVELOPINGEXPINGTHENUMBERTYPESOFTEACHINGMATERIALSFFEIGNLANGUAGESSOLDONTHEMARKETAREINCREASINGDAYBYDAYHOWEVERFDIFFERENTCOUNTRIESAFEWASANIMPTANTPARTOFCHINESETEACHINGHOWTOIMPROVEITSQUALITYISBECOMINGMEMEIMPTANTTHEREFETHEREISSTILLALOTOFROOMFTHEANALYSISSTUDYOFCHINESETEACHINGMATERIALSLIUXUNINTHE“INTRODUCTIONTOTEACHINGCHINESEASAFEIGNLANGUAGE“THEPRINCIPLESOFTEACHINGMATERIALSARESUMMARIZEDASTARGETEDPRACTICALSCIENTIFICINTERESTINGSYSTEMATICFTHEPRIMARYCHINESELEARNERSTHETEACHINGMATERIALSINADDITIONTOMEETTHEPERTINENCEPRACTICALITYSCIENTIFICSYSTEMATICPRINCIPLESTHEMESHOULDPAYATTENTIONTOINTERESTINGPRINCIPLESIHAVEAYEAROFJUNIHIGHSCHOOLINSEOULSOUTHKEAFAYEAROFCHINESETEACHINGWKTOUNDERSTTHECURRENTJUNIHIGHSCHOOLINSOUTHKEAONLYHAVEONETWOHOURSOFCHINESECOURSESINEACHWEEKSTUDENTSDONTHAVEMUCHTIMETOLEARNCHINESETHEYALSODONTUNDERSTCHINESECHINATHEMOSTCONTACTWITHTHECHINESETHINGISCHINESETEXTBOOKSTHEREFEF1116YEASOLDJUNIHIGHSCHOOLSTUDENTSTHECHINESETEACHINGMATERIALSFIMPROVINGTHEIRINTERESTINLEARNINGCHINESEHASAVERYIMPTANTROLETHISREQUIRESTOENHANCETHEFUNOFWRITINGMATERIALSSOTHATRELATIVELYBINGCHINESELEARNINGBECOMESRELAXEDHAPPYTHEAUTHCOMBINEDWITHTHEEXPERIENCEOFTEACHINGONEYEARINKEATHEINVESTIGATIONOFTHESTUDENTSINTHESCHOOLEDTWOSETSOFUSEDKEANPRIMARYCHINESETEXTBOOKS“GOODCHILDRENCHINESE““LIVINGCHINESELANGUAG“FCOMPARATIVEANALYSISTOWRITINGOFTHEINTERESTINGPRINCIPLESASTHECENTERTHISPAPERANALYZESTHEFIVEASPECTSOFILLUSTRATIONARRANGEMENTSUPPTINGMATERIALSEXERCISESCULTURALINTRODUCTIONOFTHETWOTEACHINGMATERIALSANALYZESTHEADVANTAGESOFTHETWOMATERIALSINTHESEFIVEASPECTSTHESHTCOMINGSACCDINGTOTHECONCLUSIONOFTHECOMPARATIVEANALYSISOFTEACHINGMATERIALS

簡介：國內(nèi)圖書分類號H005國際圖書分類號80文學(xué)碩士學(xué)位論文在漢語語境下的英語“ED“形式磨蝕的實證研究宋葳燕山大學(xué)2009年11月CLASSIFIEDINDEXH005UDC80ANEMPIRICALSTUDYONTHEATTRITIONOFENGLISHEDFMINCHINESECONTEXTATHESISSUBMITTEDINPARTIALFULFILLMENTOFTHEREQUIREMENTSFTHEDEGREEOFMASTEROFARTSBYSONGWEISUPERVISEDBYASSOCIATEPROFHANDAWEIYANSHANUNIVERSITYQINHUANGDAOCHINANOVEMBER2009

簡介：山東大學(xué)碩士學(xué)位論文俄漢語民間故事對比研究姓名趙旭黎申請學(xué)位級別碩士專業(yè)俄語語言文學(xué)指導(dǎo)教師張素20040420山東大學(xué)碩士學(xué)位論文民間故事反映的歷史現(xiàn)實多種多樣，本論文將其分成兩大塊過去的物質(zhì)生活現(xiàn)實和過去的社會生活現(xiàn)實。F物質(zhì)生活現(xiàn)實包括自然條件、房屋、服裝、飲食等四個方面；社會生活現(xiàn)實包括古老的風(fēng)俗習(xí)慣，人類心理、社會關(guān)系等等。民間故事中的現(xiàn)實性的人物形象，本論文中分為“兄弟”、“姊妹”型故事，“地主與農(nóng)民”型故事和“巧女”型故事三種類型分別闡述。工。。論文的第三章論述的是餓漢語民間故事中的超自然生物和鬼怪神靈等。這是本論文的重點所在。本章分成四部分進行對比研究與人類通婚的超自然生物；R成為人類朋友的神靈I與人為敵的鬼怪以及寶物。其中成為人類朋友的神靈還細(xì)＼、分為動植物精靈和同人們的宗教信仰有關(guān)聯(lián)的神來分別進行研究Z，，、本論文所進行的僅僅是俄漢語民間故事的對比研究，實際上我們還可以進行神話、傳說等其他民間文學(xué)的比較研究，還可以從語言學(xué)的角度來進行比較?？梢哉f，對民間故事這一民族文化的瑰寶我們所作的研究還遠(yuǎn)遠(yuǎn)不夠，這一領(lǐng)域還有待進行更深入的研究。關(guān)鍵詞餓漢語民間故事，對比研究，文化Ⅶ

簡介：湖南大學(xué)碩士學(xué)位論文現(xiàn)代漢語中情態(tài)動詞的句法結(jié)構(gòu)姓名崔靖靖申請學(xué)位級別碩士專業(yè)外國語言學(xué)及應(yīng)用語言學(xué)指導(dǎo)教師胡建華20060401現(xiàn)代漢語畸J情態(tài)動訓(xùn)的句法結(jié)構(gòu)ABSTRACTTHISTHESISINVESTIGATESTHESYNTACTICPROPERTIESOFMODALVERBSINCHINESEANDPUTSFORWARDANEWPROPOSALFORTHESYNTACTICSTRUCTURESOFMODALVERBSINORDERTOACCOUNTFORTHEFOLLOWINGTWOCONFLICTIVEISSUES1INCOMPATIBILITYBETWEENROOTMODALVERBSANDASPECTMARKERS2INABILITYOFEPISTEMICMODALVERBSTOOCCURINNONASSERTIVECONTEXTSBASEDONACAREFULREEXAMINATIONABOUTTHEPREVIOUSRESEARCHES，WEPROPOSEANEWPROPOSALTHATROOTMODALVERBSORIGINATEINASPPANDHAVECOMPLEMENTARYDISTRIBUTIONWITHASPECTMARKERS，WHILEEPISTEMICMODALVERBSAREINCOMPANDHAVECOMPLEMENTARYDISTRIBUTIONWITHNONASSERTIVECONTEXTSINPREVIOUSSTUDIES，ASSUMPTIONSFROMDIFFERENTPERSPECTIVESHAVEBEENMADEOVERTHEYEARSTOACCOUNTFORTHEDIFFERENCEBETWEENEPISTEMICMODALVERBSANDROOTMODALVERBSROSS1969SUGGESTEDTHATITISRATHERDETERMINEDINTHELEXICON，WHICHEPISTEMICMODALSARELEXICALLYONEPLACEINTRANSITIVEPREDICATES，CORRESPONDINGTORAISINGVERBS，WHILEROOTSARETWOPLACETRANSITIVEPREDICATES，CORRESPONDINGTOCONTROLVERBSMCDOWELL1987CLAIMEDTHATTHEDIFFERENCEBETWEENEPISTEMICANDROOTMODALSISDETERMINEDATTHELEVELOFINSERTION；EPISTEMICMODALVERBSAREMERGEDSOMEWHEREWITHINTHEIPLEVEL，ANDROOTMODALVERBS，SOMEWHEREWITHINTHEVRPAPAFRAGOU1998ALSOPROPOSEDTHATTHEDISTINCTIONISDETERMINEDCONTEXTUALLYINTHESEMANTIC／PRAGMATICCOMPONENTANDDOESNOTREFLECTALEXICALORSYNTACTICDIFFERENCETHEABOVEPROPOSALCANEXPLAINSOMEPROBLEMS，SUCHASTHESUCCESSIONOFMODALVERBS，WHILETHEYCANNOTADEQUATELYACCOUNTFORTHEABOVETWOFACTSWEALSOARGUETHATTHEDISTINCTIONOFEPISTEMICANDROOTMODALVERBSREFLECTSASYNTACTICDIFFERENCEWITHINTHEFRAMEWORKOFGOVEMMENTANDBINDING，BYCOMPARINGMODALVERBSWITHASPECTMARKERS，WEMAKEMODALVERBSRELATEDTOASPECTMARKERSANDCONCLUDETHATROOTMODALVERBSORIGINATEINASPPANDHAVECOMPLEMENTARYDISTRIBUTIONWITHASPECTMARKERS；THEYTAKEVPASTHEIRCOMPLEMENTBASEDONTHETWOARGUMENTSTHATEPISTEMICMODALVERBSCANNOTOCCURINNONASSERTIVECONTEXTSANDTHEASYMMETRYOFNEGATIONOFMODALVERBS，WECLAIMTHATEPISTEMICMODALVERBSAREINIPANDMOVETOTHEPOSITIONOFCPANDTHEYHAVECOMPLEMENTARYDISTRIBUTIONWITHNONASSERTIVECONTEXTS；THEYSELECTIPASTHEIRCOMPLEMENTTHEESTABLISHED

簡介：程度范疇表達(dá)方式研究是漢語語言學(xué)中非常重要且復(fù)雜的一部分，這種特點導(dǎo)致程度范疇表達(dá)方式研究是漢語語言學(xué)中非常重要且復(fù)雜的一部分，特別是在漢語作為第二語言的教學(xué)中更為突出。本文根據(jù)現(xiàn)有的文獻研究，確定程度范疇的內(nèi)涵、具體的表達(dá)方式，并考察表達(dá)方式之間的同現(xiàn)、搭配關(guān)系，然后以英國大學(xué)生為研究對象進行問卷調(diào)查的統(tǒng)計與分析，總結(jié)其在漢語程度表達(dá)方式習(xí)得時的偏誤類型及原因，進而提出有針對性的教學(xué)建議。本文共分為五個部分，每部分的具體內(nèi)容如下第一部分是緒論，主要介紹了論文的選題依據(jù)及意義、研究思路與方法以及相關(guān)的文獻綜述。第二部分是漢語程度范疇多角度考察。主要從漢語語言學(xué)本體的角度梳理了程度范疇的內(nèi)涵與界定，并從詞匯和句法兩個層面介紹了程度范疇的具體表達(dá)方式及其內(nèi)部的選擇與限制關(guān)系，最后進行了英漢程度表達(dá)方式的對比分析。第三部分是英國大學(xué)生漢語程度范疇表達(dá)方式習(xí)得偏誤調(diào)查與分析。主要是通過調(diào)查問卷的方法，統(tǒng)計與分析英國大學(xué)生漢語程度范疇表達(dá)方式習(xí)得過程中出現(xiàn)的偏誤情況。第四部分是英國大學(xué)生漢語程度范疇表達(dá)方式習(xí)得偏誤類型及原因。本部分主要通過調(diào)查問卷的偏誤調(diào)查結(jié)果分析歸納英國大學(xué)生出現(xiàn)的偏誤類型，并分析原因。第五部分是針對英國大學(xué)生的漢語程度范疇表達(dá)方式提出教學(xué)建議。

簡介：廈門大學(xué)碩士學(xué)位論文對外漢語中級閱讀通讀訓(xùn)練的練習(xí)設(shè)計姓名馬杜娟申請學(xué)位級別碩士專業(yè)語言學(xué)及應(yīng)用語言學(xué)指導(dǎo)教師藍(lán)小玲20070501THEDESIGNOFEXERCISESINMIDLEVELEXTENSIVEREADINGTEXTBOOKSFORLEARNERSOFCHINESEASAFOREIGNLANGUAGEABSTRACTINTEACHINGCHINESEASAFOREIGNLANGUAGETCFL，READINGISASPECIALIZEDCOURSEAIMEDATTRAININGTHEREADINGSKILLSOFLEARNERS，MAINLYTHROUGHEXTENSIVEREADINGINTHEPROCESSOFTEACHINGCHINESEREADINGTOFOREIGNLEARNERS，READINGATTHEINTERMEDIATESTAGE，ASACONNECTINGLINKBETWEENTHEPRECEDINGANDTHEFOLLOWING，PLAYSAKEYROLEINIMPROVINGTHEOVERALLCOMMUNICATIVECOMPETENCEOFLEARNERSASAMEDIUMOFTEACHINGACTIVITIES，CHINESETEXTBOOKSDESIGNEDFORFOREIGNLEARNERSAREFLOURISHINGCONSEQUENTLYTHECOMPILATIONOFSUCHBOOKSHASGROWNINTOANEWRESEARCHFIELDANDDRAWNTHEATTENTIONOFVARIOUSSCHOLARSTHEEXERCISEISAMAJORCOMPONENTOFATEXTBOOK，ANDGOODEXERCISESPLAYAROLETHATISNOTTOBENEGLECTEDINTEACHINGITISANURGENTTASKTOEXPLOREAFLEXIBLEANDEFFECTIVEMODEFOREXERCISEDESIGNUPTILLRECENTLYTHEREHAVEBEENREMARKABLERESEARCHFINDINGSINBOTHMIDLEVELREADINGTEACHINGANDTEXTBOOKANALYSESHOWEVERVERYFEWRESEARCHERSARETARGETEDATMIDLEVELEXTENSIVEREADINGEXERCISESINTHISCASE，THEPRESENTTHESISATTEMPTSTOINTEGRATETHETWOAREAS，MIDLEVELREADINGTEACHINGANDEXERCISEDESIGN，ANDPROBEANEWMODEFOREXTENSIVEREADINGEXERCISEDESIGNBYBOTHQUANTITATIVEANDQUALITATIVEMETHODSUNDERTHEPRINCIPLESOFREADINGTHEORIES，CHINESEONTOLOGYTHEORYSECONDLANGUAGEACQUISITIONTHEORIESANDTEXTBOOKCOMPILATIONTHEORIESTHISTHESISFIRSTPROVESTHATTHEPRESENTRESEARCHISABENEFICIALATTEMPTBYELABORATINGONTHERICHCONTENTOFMIDLEVELREADINGTEACHINGANDTHEIMPORTANCEOFRELEVANTEXERCISEDESIGN，SURVEYINGTHESTATUSQUOOFRESEARCHESINTOTHISFIELD，ANDPOINTINGOUTTHATRESEARCHESCONCEMINGTHESETWOAREASAREINSUFFICIENTTHEN，THEAUTHORMAKESDETAILEDANALYSESOFTHEEXTENSIVEREADINGEXERCISEDESIGNINFOURPOPULARMIDLEVELREADINGTEXTBOOKS，ANDCOMMENTSONTHESTRENGTHSANDWEAKNESSESOFTHEMBYWAYOFAQUESTIONNAIRETHATSURVEYSTHEUSEOFTHEEXERCISESANDSPECIFICNEEDSOFLEARNERSFINALLYUNDERTHEBASICPRINCIPLESOFTEXTBOOKCOMPILATION，THEAUTHORPUTSFORWARDHEROWRLCONCEPTOFEXERCISEDESIGN，ANDOPERABLEDESIGNⅡ

簡介：上海大學(xué)碩士學(xué)位論文框架理論指導(dǎo)下的漢語成語英譯解析姓名張延美申請學(xué)位級別碩士專業(yè)外國語言學(xué)及應(yīng)用語言學(xué)指導(dǎo)教師張強20100101海人學(xué)碩學(xué)位論文ABSTRACTTHECHINESELANGUAGEHASATTRACTEDMOREANDMOREATTENTIONTHANEVERBEFOREWITHTHEAMAZINGDEVELOPMENTOFCHINAMOREANDMOREPEOPLEAROUNDTHEWORLDCHOOSETOLEARNANDSPEAKCHINESETHECHINESEIDIOMSAREANIMPORTANTPARTOFCHINESELANGUAGEANDALSOADIFFICULTPARTFORTHEFOREIGNERSTOSTUDYTOFINDANEFFECTIVEWAYTOTRANSLATETHECHINESEIDIOMSINTOENGLISHANDMAKEITEASIERTOLEARNISAMEANINGFUL，HOTANDCHALLENGINGTOPICFRAMETHEORYAFRACTIONOFCOGNITIVELINGUISTICS，CANGIVESOMELIGHTTOCHINESEIDIOMTRANSLATIONFROMTHEPERSPECTIVEOFFRAMETHEORYTHEMEANINGOFLANGUAGEISMAINLYDEPENDENTUPONTHECOGNITIVEFRAMESTHEEXPRESSIONSOFLANGUAGEARETHETRIGGERSOFFRAMESITISOBVIOUSTHATDIFFERENTLANGUAGESHAVEDIFFERENTFRAMESFRAMESOFABSOLUTEEQUIVALENCEBETWEENCHINESEANDENGLISHALERAREACCORDINGTOONESPECIFICCHINESEIDIOMTHEREFORE，THISPAPERAIMSTOFINDSOMEWAYSWHICHAREPROPERANDACCEPTABLEBYENGLISHSPEAKERSWHENTRANSLATINGCHINESEIDIOMSINTOENGLISHUNDERTHEGUIDANCEOFFRAMETHEORYATTHESAMETIMETHEAUTHORWILLSPARENOEFFORTTOFINDORBUILDTHESIMILARFRAMESINENGLISHFORCHINESEIDIOMSDUETOTHECLOSERELATIONSHIPBETWEENCULTUREANDFRAME，THEAUTHORFOCUSESONTHETRANSLATIONOFSOMESTRONGCULTURERELATEDCHINESEIDIOMSWITHCLEARCATEGORIESTOACHIEVEANACCEPTABLEEFFECTFORENGLISHSPEAKERSFRAMETHEORYAPPLIEDINCHINESEIDIOMSTRANSLATIONALSOINVOLVESTHEISSUEOFDOMESTICATIONANDFOREIGNIZATION，THEREFORE，THERELATIONSHIPBETWEENFLAMETHEORYANDDOMESTICATIONANDFOREIGNIZATIONISSHOWNANDILLUSTRATEDINTHISTHESISMEANWHILE，F(xiàn)LAMETHEORYHASCLOSERELATIONSHIPWITHNIDA’SFUNCTIONALEQUIVALENCEHOWEVERTHETWOARENOTIDENTICALORCANNOTREPLACEEACHOTHERTHETHESISALSOPUTSOMEQUESTIONSANDEXPLANATIONONTHEDIFFERENCEANDSIMILARITYOFTHETWOTHEORIESTOGIVEFURTHERDISCUSSIONANDINSPIRATIONOFTRANSLATIONSTUDIESKEYWORDSFRAMETHEORY；CHINESEIDIOMS；CULTURE；TRANSLATIONVU

簡介：代號分類號10701H31．08學(xué)號??一哆J；望密級公開面簧它手料較兜孥碩士學(xué)位論文題中、英文目從文化等值看漢語習(xí)語的英譯紅樓夢兩個英文版的對比分析№_TRANSATI_O里一OFCHINESE．1逝啦J一叫墮雖旦G蚰．_FROM業(yè)R．E．R．SP_ECTYE9；．CUTURAJEQUV．A1．EN．C_E_冬．_C_O__MP_A_RA_TIY．E．一ST_U_虹史￡睫一駟甜IJH_VERSL9衛(wèi)SOFH_ONG_LGTMENG???．作者姓名?董，靜?一指導(dǎo)教師姓名、職務(wù)一馬壹霞?一司墩攮?學(xué)科門類?一文_．堂?學(xué)科、專業(yè)皇}國語言學(xué)及應(yīng)用基言學(xué)?一一提交論文日期二OO七年一月Ⅱ摘要后討論了文化對等的困難和可行性，指出雖然在翻譯過程中由于文化空缺和文化流失不可避免的會造成文化對等的種種困難，但文化和語言的密切關(guān)系，共性及譯文讀者的積極反應(yīng)又為文化對等提供了可能性和可行性。本章的最后簡單討論了達(dá)到文化對等的兩種常用的方法，即歸化和異化。第六部分是本文的重點，按照奈達(dá)對于文化的五種分類，從生態(tài)文化、物質(zhì)文化、社會文化、宗教文化和語言文化這五個方面，將紅樓夢的兩個英譯本中前80回中習(xí)語的英譯做了一個較為系統(tǒng)和全面的對比分析，以考察在漢語習(xí)語的英譯過程中如何以及在何種程度上達(dá)到文化上的對等。由此得出的結(jié)論是；大多數(shù)情況下，在翻譯過程中是能夠達(dá)到文化對等的，但有些時候由于文化障礙，只能達(dá)到文化上的部分對等甚至毫不對等；另外，為了在最大程度上達(dá)到文化對等，譯者在翻譯過程中要靈活地運用歸化和異化。結(jié)論部分總結(jié)全文，對論文進行了回顧和概括，并再次強調(diào)了翻譯時要達(dá)到文化對等是一項艱巨而長遠(yuǎn)的任務(wù)。關(guān)鍵字翻譯習(xí)語文化等值紅樓夢

簡介：漢英語序?qū)Ρ妊芯颗c對外漢語教學(xué)COMPARATIVESTUDYOFCHINESEENGLISHWORDSORDERANDTEACHINGCHINESEASFOREIGNLANGUAGE焦娜JIAONA鄭重聲明本論文作者完全了解學(xué)校關(guān)于保存、使用學(xué)位論文的管理辦法及規(guī)定，即學(xué)校有權(quán)保留并向國家有關(guān)部門或機構(gòu)送交論文的復(fù)印件和電子版，允許論文被查閱和借閱，接受社會監(jiān)督。本人授權(quán)西北師范大學(xué)可以將本學(xué)位論文的全部或部分內(nèi)容編入學(xué)校有關(guān)數(shù)據(jù)庫和收錄到中國博士/碩士學(xué)位論文全文數(shù)據(jù)庫進行信息服務(wù)，也可以采用影印、縮印或掃描等復(fù)制手段保存或匯編本學(xué)位論文。本論文提交□當(dāng)年/□一年/□兩年/□三年以后，同意發(fā)布。若不選填則視為一年以后同意發(fā)布。注保密學(xué)位論文，在解密后適用于本授權(quán)書。作者簽名導(dǎo)師簽名年月日