本文選題：形容詞謂語句 + 習得分析　； 參考：《安徽大學》2014年碩士論文

【摘要】：本文以北京語言大學HSK動態(tài)作文語料庫中隨機抽取的韓國留學生所寫的469篇作文為語料,考察形容詞謂語句,以本文所提出的形容詞謂語句分類為標準,劃分它們的句式類別,分析其中的正確用例與錯誤用例,找出韓國留學生形容詞謂語句下位句式的習得順序,以及他們在學習形容詞謂語句時的難點。 在此基礎上,結合依據安徽大學國際教育學院的韓國留學生所做的有關形容詞謂語句的調查問卷,從兩個方面為對韓國留學生的形容詞謂語句教學提出建議,試圖幫助對外漢語教師提高教學效率,幫助韓國留學生更好地掌握形容詞謂語句。第一個方面為教師合理對待對外漢語教學中的語法教學、教師教學要有針對性意識、學生要擴大詞匯量。第二個方面主要是對韓國留學生使用形容詞謂語句時易出現錯誤的“是”字問題、程度副詞問題、介詞結構問題、語序問題的具體教學提出建議。
[Abstract]:Based on 469 compositions written by Korean students randomly selected from the HSK dynamic composition Corpus of Beijing language and language University, this paper investigates adjective predicate sentences and classifies them into sentence types according to the classification of adjective predicate sentences proposed in this paper. By analyzing the correct use cases and wrong use cases, we find out the acquisition order of adjective predicate sentences and the difficulties they have in learning adjective predicate sentences. On this basis, combining with the questionnaire on adjective predicate sentences made by Korean students from the School of International Education of Anhui University, this paper puts forward some suggestions for the teaching of adjective predicate sentences for Korean students from two aspects. This paper attempts to help teachers of Chinese as a foreign language to improve their teaching efficiency and to help Korean students master adjective predicate sentences better. The first aspect is that teachers should treat grammar teaching in teaching Chinese as a foreign language reasonably, teachers should have pertinence in teaching and students should enlarge their vocabulary. The second aspect is to put forward some suggestions on the teaching of the problem of "is", adverb of degree, preposition structure and word order, which are easy to appear when Korean students use adjective predicate sentences.
【學位授予單位】：安徽大學
【學位級別】：碩士
【學位授予年份】：2014
【分類號】：H195.3

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本文編號：1852251