【摘要】：因果復句作為比較基礎的復句類型經常被韓國學生使用，，本文選取韓國學生有關聯(lián)標記的因果復句習得情況作為研究對象是為了能夠揭示韓國學生有關聯(lián)標記的漢語因果復句習得特點，進而希望能夠為對韓因果復句教學提出一些可行的建議。 本文通過對自然預料以及HSK動態(tài)作文語料庫中的相關語料進行偏誤分析，并對分析結果進行統(tǒng)計，發(fā)現(xiàn)韓國學生在學習漢語因果復句時，由于對關聯(lián)詞語的掌握和理解不夠，常常會出現(xiàn)以遺漏、誤加、誤代、錯序等為主要形式的偏誤。產生這些偏誤主要的原因在于韓國學生母語的負遷移，對漢語因果復句使用規(guī)則的過度泛化，采取回避的學習策略等。 針對以上原因，本文提出了明確因果復句教學目的，加強漢韓對比，加強容易被韓國學生混淆的關聯(lián)詞語的對比教學等教學建議。
[Abstract]:The type of complex sentence that is the basis of comparison is often used by Korean students. The purpose of this study is to reveal the characteristics of Korean students' acquisition of Chinese causality complex sentences with relevance markers. Then I hope to put forward some feasible suggestions for Korean causality complex sentence teaching. Based on the analysis of the errors in the natural prediction and the HSK dynamic composition corpus, and the statistical analysis of the results, it is found that the Korean students do not have enough grasp and understanding of the related words when they are learning Chinese causality complex sentences. There are often errors in the form of omission, addition, generation, order, etc. The main causes of these errors are the negative transfer of the mother tongue of Korean students, the overgeneralization of the rules of use of Chinese causality complex sentences, and the adoption of avoidance learning strategies. In view of the above reasons, this paper puts forward some teaching suggestions, such as clarifying the teaching purpose of causality complex sentence, strengthening the contrast between Chinese and Korean, and strengthening the contrastive teaching of related words which are easily confused by Korean students.
【學位授予單位】：吉林大學
【學位級別】：碩士
【學位授予年份】：2012
【分類號】：H195

【引證文獻】

相關碩士學位論文 前1條

1 楊萍萍;漢語和印尼語因果復句比較及偏誤分析[D];福建師范大學;2013年

本文編號：2120051