【摘要】：結(jié)果補(bǔ)語是漢語表達(dá)中最常用的句法成分之一，也是對外漢語教學(xué)中的重點(diǎn)和難點(diǎn)之一。因?yàn)槠浔旧砭哂歇?dú)特性和復(fù)雜性的特點(diǎn)，留學(xué)生在習(xí)得時很容易產(chǎn)生偏誤。本文通過北京語言大學(xué)HSK動態(tài)作文語料庫，對中高級階段韓國學(xué)生使用“到”、“完”、“好”、“成”四種結(jié)果補(bǔ)語的情況進(jìn)行了考察，分析了韓國學(xué)生使用這四種結(jié)果補(bǔ)語的偏誤，并對偏誤類型、偏誤成因及其規(guī)律進(jìn)行了歸納總結(jié)，最后提出一些教學(xué)建議。 本文共分為七個部分：第一部分是緒論，闡述本文的選題意義和價值，從結(jié)果補(bǔ)語的本體和偏誤兩個方面對前人的研究成果進(jìn)行總結(jié)，并介紹了本文所涉及的研究理論和方法，對本文選取的語料來源進(jìn)行了說明。 第一章主要對語料庫中搜索到的偏誤進(jìn)行了分類統(tǒng)計和數(shù)據(jù)分析，整體概括了中高級階段韓國學(xué)生“到”、“完”、“好”、“成”四種結(jié)果補(bǔ)語的偏誤情況，同時還簡單介紹了中介語理論和偏誤分析理論。 第二章分析“到”的偏誤，分為遺漏、冗余、誤代、錯序四種類型，其中多用“到”的偏誤率最高，其原因主要是目的語泛化，教材編排與使用不合理，建議教學(xué)首先采用語素教學(xué)法，然后針對抽象意義的“到”進(jìn)行循環(huán)遞進(jìn)式的教學(xué)； 第三章分析“完”的偏誤，分為遺漏、冗余、誤代、錯序四種類型，其中缺少“完”的偏誤率最高，其原因主要是母語負(fù)遷移，回避策略影響，建議在教學(xué)過程中首先引導(dǎo)幫助韓國學(xué)生建立有關(guān)“完”的新概念，加強(qiáng)與韓語的對比，還要培養(yǎng)他們的漢語思維習(xí)慣； 第四章分析“好”的偏誤，，分為遺漏、冗余、誤代、錯序四種類型，其中“好”與“完”的混用偏誤率最高，其原因主要是教師課堂語言運(yùn)用、教學(xué)方法選擇，生活環(huán)境中不規(guī)范漢語的影響，建議采用實(shí)體演示等直觀化的教學(xué)方法，并根據(jù)其口語化的特點(diǎn)對學(xué)生進(jìn)行語感訓(xùn)練，培養(yǎng)語感能力； 第五章分析“成”的偏誤，分為遺漏、冗余、誤代三種類型，其中“成”的錯誤搭配偏誤率最高，其主要原因是自身語義的抽象性，教學(xué)過程中的忽略，建議課堂講解過程中多舉例，讓學(xué)生在具體例子中加深理解，并結(jié)合練習(xí)題進(jìn)一步鞏固 最后是結(jié)論部分，總結(jié)了研究結(jié)果，說明文章的創(chuàng)新之處及不足之處。
[Abstract]:Results complement is one of the most commonly used syntactic components in Chinese expression, and it is also one of the key and difficult points in teaching Chinese as a foreign language. Because of its uniqueness and complexity, it is easy for foreign students to make errors in their acquisition. Based on the HSK dynamic composition corpus of Beijing language University, this paper investigates the use of "to", "finish", "good" and "Cheng" by Korean students in middle and senior stages. This paper analyzes on the errors of Korean students using these four result complements, summarizes the types, causes and rules of errors, and finally puts forward some teaching suggestions. This paper is divided into seven parts: the first part is the introduction, expounding the significance and value of this paper, summarizing the former research results from the ontology and error of the result complement, and introducing the research theories and methods involved in this paper. The source of the corpus selected in this paper is explained. In the first chapter, the author makes a classification, statistics and data analysis of the errors found in the corpus, and generalizes the errors of Korean students in the middle and senior stages of "to", "finish", "good" and "Cheng". At the same time, the interlanguage theory and error analysis theory are also introduced briefly. The second chapter analyzes the error of "to", which is divided into four types: omission, redundancy, error generation and error order. Among them, the error rate of using "to" is the highest, the main reason is the generalization of the target, the unreasonable arrangement and use of the teaching material. It is suggested that the method of morpheme teaching should be adopted first, and then the teaching of "to" with abstract meaning should be carried out in a circular and progressive way. The third chapter analyzes the error of "finish", which is divided into four types: omission, redundancy, error generation and error order. The error rate of lack of "finish" is the highest, which is mainly due to the negative transfer of mother tongue and the influence of avoidance strategy. It is suggested that in the process of teaching, we should help Korean students to establish a new concept of "finish", strengthen the comparison with Korean, and cultivate their Chinese thinking habits. The fourth chapter analyzes the error of "good", which is divided into four types: omission, redundancy, error generation and wrong order. Among them, the error rate of "good" and "end" is the highest, which is mainly due to the use of classroom language by teachers and the choice of teaching methods. The influence of non-standard Chinese in the living environment is not standardized, so it is suggested to adopt the direct teaching methods such as entity demonstration, and to train the students' sense of language according to the characteristics of their colloquial language. The fifth chapter analyzes the error of "Cheng", which is divided into three types: omission, redundancy and missubstitution, among which the error collocation error rate of "Cheng" is the highest, which is mainly due to the abstractness of its own semantics and neglect in the process of teaching. It is suggested that more examples should be given in the course of teaching, so that students can understand better in concrete examples, and further consolidate the final part of the exercise, summarize the research results, and explain the innovation and shortcomings of the article.
【學(xué)位授予單位】：遼寧師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2012
【分類號】：H195

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