【摘要】：近年來,中韓兩國在政治、經(jīng)濟(jì)、文化等各個(gè)領(lǐng)域的交流日益頻繁,韓國人學(xué)習(xí)漢語的熱情也呈明顯的上升趨勢。到中國學(xué)習(xí)漢語的留學(xué)生中,韓國學(xué)生人數(shù)一直是最多的,韓國國內(nèi)也出現(xiàn)“漢語熱”。針對韓國的對外漢語教學(xué)研究也不斷深入細(xì)致化。漢語虛詞教學(xué)一直是我們對外漢語教學(xué)的重點(diǎn),同時(shí)也是對外漢語教學(xué)的難點(diǎn)。介詞及介詞短語作為漢語虛詞的一個(gè)重要部分,更是我們考察外國人漢語認(rèn)知規(guī)律的一個(gè)重要內(nèi)容。漢語介詞雖然數(shù)量不多,但在句子中的語法、語義及語用功能卻十分突出。 韓語屬于黏著語,在韓語里,詞在句中的關(guān)系是由各種各樣的詞尾來表示的,介詞表示的語法關(guān)系幾乎都可以對譯成韓國語的格助詞或動(dòng)詞。幾個(gè)介詞可以譯成一個(gè)格助詞或動(dòng)詞,一個(gè)介詞也可以譯成幾個(gè)格助詞或動(dòng)詞。因而容易混淆。特別是那些意義相似或相近的介詞更是令人頭痛。韓語沒有漢語介詞的概念,因此在韓國學(xué)生的口語及書面語中,存在著大量的介詞偏誤。介詞成為韓國學(xué)生漢語學(xué)習(xí)中的難點(diǎn),也是對韓漢語教學(xué)和研究的重點(diǎn)之一。 本文的語料來源主要為暨南大學(xué)華文學(xué)院的“留學(xué)生中介語語料庫”和北京語言大學(xué)“HSK動(dòng)態(tài)作文語料庫”。 本文的介詞研究范圍,以《實(shí)用現(xiàn)代漢語語法》收錄的介詞為標(biāo)準(zhǔn)�！秾�(shí)用現(xiàn)代漢語語法》中,把漢語介詞分為六大類共四十二個(gè)介詞。由于“自、打、朝、往、沿著、自從、至于、替、將、叫(讓)、依、依照、照、據(jù)、以、論、為著、除了、趁”等十九個(gè)介詞在暨南大學(xué)華文學(xué)院“留學(xué)生中介語語料庫”中使用很少,語料極少,不具備統(tǒng)計(jì)學(xué)意義,因此本文將不予研究。本文實(shí)際研究的介詞數(shù)量為二十五個(gè),即“在、于、從、由、向、到、當(dāng)、對、對于、關(guān)于、和、跟、同(與)、為、給、把、被、比、按、按照、根據(jù)、憑、由于、為了、連”。 本文通過對兩個(gè)語料庫進(jìn)行統(tǒng)計(jì)分析,采用學(xué)習(xí)者語言正確率統(tǒng)計(jì)的方法,先分析初中級階段學(xué)生介詞習(xí)得的正確率,然后分析高級階段學(xué)生介詞習(xí)得的正確率,利用語料分析的方法,考察了韓國學(xué)習(xí)者習(xí)得二十五個(gè)漢語介詞的情況,排出了韓國學(xué)習(xí)者習(xí)得漢語介詞的順序。然后從漢語介詞本身的影響、韓國學(xué)習(xí)者母語的影響、學(xué)習(xí)環(huán)境等三個(gè)方面出發(fā),具體分析了影響韓國學(xué)習(xí)者習(xí)得漢語介詞順序的因素。漢語介詞本身很復(fù)雜,其復(fù)雜性包括介詞的位置復(fù)雜,介詞的意義和功能復(fù)雜,以及不同介詞之間的關(guān)系復(fù)雜。韓語學(xué)習(xí)者母語的影響包括韓語語序的影響,漢語介詞和韓語的相應(yīng)表達(dá)之間的對應(yīng)關(guān)系復(fù)雜。最后,本文針對韓國學(xué)習(xí)者習(xí)得漢語介詞的特點(diǎn),提出了四條具體的教學(xué)對策。希望可以為對韓漢語教學(xué)提供一定的理論指導(dǎo)。
[Abstract]:In recent years, the exchanges between China and South Korea in politics, economy, culture and other fields have become more and more frequent. Korean students have been the largest number of students studying Chinese in China, and there is also a "Chinese craze" in South Korea. The research on teaching Chinese as a foreign language in South Korea is becoming more and more thorough and meticulous. The teaching of Chinese function words has always been the focus of teaching Chinese as a foreign language, but also the difficulty of teaching Chinese as a foreign language. As an important part of Chinese function words, prepositions and prepositional phrases are also an important part of studying the Chinese cognitive laws of foreigners. Although the number of prepositions in Chinese is not large, the grammatical, semantic and pragmatic functions of Chinese prepositions are very prominent. Korean belongs to adherent language. In Korean, the relationship between words in sentences is expressed by various endings, and the grammatical relations expressed by prepositions can almost always be translated into case auxiliary words or verbs in Korean. Several prepositions can be translated into a case auxiliary or verb, and a preposition can also be translated into several case auxiliary words or verbs. So it is easy to confuse. In particular, prepositions with similar or similar meanings are a headache. Korean does not have the concept of Chinese preposition, so there are a lot of preposition errors in Korean students' spoken and written language. Preposition has become a difficult point in Korean students' Chinese learning, and it is also one of the key points in Korean Chinese teaching and research. The main sources of this study are the Interlanguage Corpus of Chinese students of Jinan University and the dynamic composition Corpus of HSK of Beijing language and language University. The scope of preposition research in this paper is based on the prepositions included in practical Modern Chinese Grammar. In practical Modern Chinese Grammar, Chinese prepositions are divided into six categories and altogether 42 prepositions. Because "since, hit, face, go, follow, since, as for, will, (give way), according to, on, for the sake of, except, 19 prepositions, such as ", are seldom used in the Interlanguage Corpus of Chinese students of Jinan University, and there are very few data, which is not statistically significant. Therefore, this paper will not study them. The number of prepositions actually studied in this paper is twenty-five, that is, "in, from, to, when, for, about, and, with the same (with), for, to, be, compare, according to, because, in order, Even ". Based on the statistical analysis of two corpora, this paper analyzes the correct rate of preposition acquisition in the first and middle stages, and then analyzes the correct rate of preposition acquisition in the advanced stage by using the method of language accuracy statistics of learners. By using the method of corpus analysis, this paper investigates the acquisition of 25 Chinese prepositions by Korean learners and lists the order in which Korean learners acquire Chinese prepositions. Then it analyzes the factors that affect Korean learners' acquisition of Chinese prepositions from three aspects: the influence of Chinese prepositions themselves, the influence of Korean learners' mother tongue, and the learning environment. Chinese prepositions are complex, including the location of prepositions, the meaning and function of prepositions, and the relationship between prepositions. The influence of Korean learners' mother tongue includes the influence of Korean word order, and the corresponding relationship between Chinese prepositions and Korean expressions is complicated. Finally, according to the characteristics of Korean learners' acquisition of Chinese prepositions, this paper puts forward four specific teaching strategies. Hope to provide some theoretical guidance for Korean Chinese teaching.
【學(xué)位授予單位】：湖南師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2012
【分類號】：H195

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