Dòng Nội dung
1
“基于多元理论的对外汉语教学模式研究”国际学术研讨会成功召开. // Shijie Hanyu Jiaoxue. 2013, Vol. 27.

574-576 p.

<正>2013年7月26-29日,由北京语言大学对外汉语研究中心和内蒙古师范大学文学院联合主办的"基于多元理论的对外汉语教学模式研究"国际学术研讨会在内蒙古师范大学成功召开,这是北京语言大学对外汉语研究中心主办的第十届对外汉语国际学术研讨会。

2
《世界汉语教学》青年学者论坛(第2届)成功举办. // Shijie Hanyu Jiaoxue. 2014, Vol. 28.

576 p.

<正>2014年9月27-28日,由《世界汉语教学》编辑部主办的"《世界汉语教学》青年学者论坛(第2届)"在北京语言大学成功举行。来自北京、安徽、辽宁、吉林、广西、河南、湖南、福建、山东、江苏、天津、宁夏、四川、陕西、上海、广东等16个省市自治区45所大学和相关机构的320多位专家学者、教师、研究生和留学生出席了本届论坛。

3
4
修饰成分与数量结构话语指称性分析 = A Study on Prenominal Modifiers and Discourse Referentiality of Classified NPs / 钟小勇. // 世界汉语教学 =Shijie Hanyu Jiaoxue. 2015, Vol. 29.

184-195 p.

Classified NPs with a prenominal modifier are significantly higher in continuity value than classified NPs without a prenominal modifier,and classified NPs with multiple prenominal modifiers are significantly higher in continuity value than classified NPs with one prenominal modifier.This shows that prenominal modifiers put NPs in more salient positions,which accords with the principle of iconicity.The present author argues that it is inadequate to attribute the differences in continuity value between these classified NPs to the principle of iconicity only;factors such as animacy,semantic referentiality,number,and syntactical role also have some bearing in this regard.The significantly higher continuity value of classified NPs without de(的)between the prenominal modifier and the head noun than those with de can also be explained in terms of such factors.It then seems that these factors are closely and extensively related to continuity and the interaction between them can provide new perspectives and ideas for error analysis.

5
光杆形式的话语指称性分析=The Study on the Discourse Referentiality of Bare Forms / 钟小勇. // 语言与翻译 = Language and translation No. 4, 2015
新疆维吾尔自治区乌鲁木齐市 : 语言文字工作委员会, 2015.
p. 14-18.

Bare form is often used to introduce referent into discourse, its continuity is low. The continuity of bare forms are different saliently,which relates mainly to a nimacy, semantic referentiality and syntactic function,the three relevant elements sequence: animacy>syntactic role>semantic referentiality. Continuity relates to many elements, it is need to consider all relevant elements when we studies the antecedent errors made by overseas students.