本文關(guān)鍵詞：中高級韓國漢語學(xué)習(xí)者近義動詞習(xí)得偏誤分析　出處：《華東師范大學(xué)》2014年碩士論文　論文類型：學(xué)位論文

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【摘要】：近義詞在漢語詞匯系統(tǒng)中,占有十分重要的地位。為了交際時能跟中國人一樣精準地表達自己的思想和感情,外國學(xué)習(xí)者應(yīng)該掌握好近義詞。近義詞由于其意義相似、難以辨析,成為制約外國學(xué)習(xí)者漢語水平提高的瓶頸。對韓國中高級漢語學(xué)習(xí)者來說,漢語學(xué)習(xí)過程中近義詞的習(xí)得是一大難點。韓語里部分“漢字詞”與漢語的某個詞同形,可意義和用法并不相同,因此更容易引起韓國學(xué)習(xí)者使用上的混淆。這是筆者作為韓國人深深體會到的。近義動詞是漢語中非常重要的構(gòu)句成分,數(shù)量眾多、用法靈活,也是學(xué)習(xí)者特別容易用錯的部分。為了了解韓國中高級漢語學(xué)習(xí)者習(xí)得近義動詞的偏誤情況,筆者從新HSK2500個詞中選取了韓國學(xué)習(xí)者使用頻率高、偏誤率較高的39組近義動詞,并設(shè)計測試卷和調(diào)查問卷,以韓國中高級漢語學(xué)習(xí)者為研究對象進行調(diào)查,然后又對韓國中高級學(xué)習(xí)者和韓國漢語教師進行了訪談。通過這些內(nèi)容進行了偏誤類型和偏誤原因分析。筆者具體將偏誤類型分為兩類：漢語語內(nèi)偏誤和漢韓語際偏誤,并對造成偏誤的原因包括語言知識因素、學(xué)習(xí)者個人因素、學(xué)習(xí)環(huán)境因素進行了具體分析。 經(jīng)過分析發(fā)現(xiàn)中高級韓國學(xué)習(xí)者漢語近義動詞偏誤率非常高,大體上中級學(xué)習(xí)者比高級學(xué)習(xí)者的偏誤率高,而且中級階段存在的偏誤到高級階段有所改善。中高級韓國學(xué)習(xí)者近義動詞偏誤的具體情況有所不同。造成中高級學(xué)習(xí)者近義動詞偏誤的原因是多方面的,其中與語言知識有關(guān)的因素是主要的。對此本文也提出了相應(yīng)的教學(xué)策略,比如,教師在近義動詞教學(xué)中應(yīng)該加強漢韓對比教學(xué),注重近義動詞的用法教學(xué),并應(yīng)該結(jié)合語境進行近義動詞教學(xué)等。本文希望能為對韓漢語中的近義詞教學(xué)提供一定的參考與借鑒。
[Abstract]:Synonyms play a very important role in the Chinese lexical system. In order to communicate with the Chinese, they can express their thoughts and feelings with the same precision. Foreign learners should master the synonyms well. Because of their similar meanings, the synonyms are difficult to distinguish and analyze, which has become the bottleneck that restricts the improvement of foreign learners' Chinese level. In the process of learning Chinese, the acquisition of synonyms is a big difficulty. Some "Chinese words" in Korean have the same form as some words in Chinese, but their meanings and usage are not the same. Therefore, it is more likely to cause confusion in the use of Korean learners. This is deeply appreciated by the author as a Korean. Synonymous verbs are very important sentence components in Chinese, with a large number and flexible usage. In order to understand the errors in the acquisition of synonymous verbs by middle and advanced Chinese learners in Korea, the author selects Korean learners from the new HSK2500 words to use them more frequently. There are 39 groups of synonymous verbs with high error rate, and a test paper and a questionnaire were designed to investigate Korean middle and advanced Chinese learners. Then we interview Korean middle and advanced learners and Korean Chinese teachers. Through these contents, we analyze the types of errors and the causes of errors. The author divides the types of errors into two categories:. Intra-lingual errors in Chinese and inter-Korean errors in Chinese and Korean. The causes of errors include language knowledge factors, learners' personal factors and learning environment factors. Through the analysis, we find that the middle and advanced Korean learners have a very high error rate of Chinese synonymous verbs, and on the whole, the intermediate learners have a higher error rate than the advanced learners. Moreover, the errors in intermediate stage and advanced stage have been improved. The specific situation of synonymous verb errors in middle and advanced Korean learners is different. The causes of synonymous verb errors in middle and advanced learners are various. This paper also puts forward the corresponding teaching strategies, for example, teachers should strengthen the Chinese and Korean contrastive teaching in the teaching of synonymous verbs, and pay attention to the teaching of the use of synonymous verbs. This paper hopes to provide some references for the teaching of synonyms in Korean and Chinese.
【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2014
【分類號】：H195.3

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