摘要
文章把汉语里常用的"有"字句和泰语里的"■"字句进行对比后发现:表"存在"和"领有"的"有"字句和泰语里的"a"字句大致对应;表"估量"、"比较"的"有"字句和"■"字句不完全对应;表示"发生或出现"的"有"字句和"动词+有"用法在泰语里没有对应的形式。汉语里的"有"后可附动态助词"着"、"了"、"过",泰语里"■"的后面没有相应的动态助词,汉语里"有"的状语都在它的前面,而"■"的状语有的在前,有的在后。结合上面的结论,本文提出了促进正迁移,避免负迁移的教学对策。
Through a comparison of Chinese"有"sentences and Thai"■" sentences,the paper hasreached the following conclusion:"有"sentences which express"existence"or"possession"roughly corre-spond to Thai"■"sentences;"有"sentences which express"estimation"or"comparison"correspond toThai"■"sentences to a certain degree;"有"sentences which express"emergence"and"verb +有"phrase don’t eorrespond to Thai"■"sentences.In Chinese,"有"can be followed by such auxiliary words as"zhe(着)"," le(了)"and"guo(过)",while"■"cannot.The adverbial is always put before "有" while in the " " sentences the adverbial can be put either before or after " ". With this, the research brings up the teaching strategies for quickening positive transfer and avoiding negative transfer.
出处
《云南师范大学学报(对外汉语教学与研究版)》
2009年第5期80-84,共5页
Journal of Yunnan Normal University(Teaching & Studying Chinese as a Foreign Language Edition)