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[摘要]:假设复句是汉语复句的一个重要部分。在汉语语言交际的活动中，特别是在口头语言的使用中，汉语母语者使用假设复句的频率相对较高，但是留学生使用假设复句的频率相对较低。假设复句的研究对于汉语国际教育，有着重要的影响。假设复句的界定，分类、假设复句与其他复句间的复杂关系等诸多问题，学界尚存在不一致的认识，本体研究不足，一定程度上影响了汉语二语教学，也制约了母语非汉语者汉语习得。借助中介语理论，通过对假设复句偏误语料的搜集、分析，探讨其习得假设复句产生的偏误类型并分析偏误产生的原因，并以此提出一些针对汉语假设复句教学策略。40913
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[毕业论文关键词]:假设复句 偏误分析 二语习得 对外汉语教学
A multi angle study on acquisition of hypothesis compound sentences for Non-native Chinese language
Abstract: Hypothesis compound sentences are an important part of Chinese sentences. In the activities of the Chinese language communication, especially in the use of oral language,Chinese native speakers use Hypothesis compound sentences of frequency is relatively high, but overseas students using the frequency of the sentences is relatively low. The research of Hypothesis compound sentences for Chinese international education has important influence. The definition, classification of the Hypothesis compound sentences and the complicated relationship between Hypothesis compound sentences and other sentences have many problems, such as the understanding of the academic circles is inconsistent. Ontology research is insufficient, and it affected the Chinese second language teaching to some extent,,and it also has restricted the non-native Chinese language acquisition. With the aid of inter language theory, and based on the collecting of hypothesis bias corpus, we discuss the acquisition hypothesis errors produced by the sentence type and to analyze the causes of errors, and also put forward some assumptions for Chinese Hypothesis compound sentences teaching strategy.
Key Words: Hypothesis compound sentences；Errors analysis；Second language acquisition；Teaching Chinese as a foreign language.
目 录
第一章 绪论 1
1.1选题缘由 1
1.2研究目的与意义 2
1.21研究目的 2
1.22研究意义 2
1.3研究计划与方法 2
1.4语料来源 3
第二章 针对汉语国际教育的假设复句本体研究 3
2.1假设复句研究综述 3
2.2假设复句本体研究 4
2.2.1假设复句的分类与区别 4
2.2.2假设、条件和让步的联系与区别 6
2.3对假设复句的认识 8
第三章 汉语假设复句二语习得研究 8
3.1二语习得研究 9
3.2留学生假设复句的使用情况分析 9
3.3留学生假设复句习得偏误类型 10
3.4假设复句偏误原因分析 11
3.4.1母语负迁移的影响 12
3.4.2目的语规则泛化 13
3.4.3回避策略的使用 15
第四章 假设复句的教学反思和教学设计 16
4.1教学目标的设定 16