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本文试从“预设”理论的角度来分析留学生造出的一些病句,阐述“预设”理论在教学实践中的意义,重点讨论“预设”在对外汉语教学中的运用策略。 一、问题的提出 下面是我在教课中,外国留学生造出的一些句子: (1)*哥哥倒比弟弟高。 (2)*他比我还起得不早 (3)*我好容易写不好汉字。 (4)*明天我们先吃饭,后来去公园。 (5)*书有是有,可是很多。 (6)*对外国人来说,用筷子吃饭不太习惯。 (7)*我爱我男朋友,恨不得吃了他。 (8)*这件毛衣很大不很大? (9)*A:昨天下雨了,你锻炼身体了没有? B:既然昨天下雨了,我就不想去锻炼身体了。 (10)*A:你衣服上的这个洞是怎么弄的? B:我是烧的。
This paper attempts to analyze some ill-formed sentences made by foreign students from the perspective of “pre-set theory”, expounds the significance of “presupposition” theory in teaching practice, and focuses on the application strategy of “presupposition” in teaching Chinese as a second language. First, the question put forward Here is my teaching, foreign students made a number of sentences: (1) * Brother is higher than his brother. (2) * He did not get up earlier than me (3) * I’m so easy to write bad Chinese characters. (4) * We eat first tomorrow and then go to the park. (5) * The book is there, but a lot. (6) * For foreigners, eating with chopsticks is not used to it. (7) * I love my boyfriend, I can not wait to eat him. (9) * A: It rained yesterday, did not you exercise? B: Since it was raining yesterday, I did not want to exercise. (10) * A: How did you get this hole in your clothes? B: I was burning.