本文選題：漢語(yǔ)學(xué)習(xí) + 韓國(guó)學(xué)生　； 參考：《云南大學(xué)》2015年碩士論文

【摘要】：補(bǔ)語(yǔ)作為漢語(yǔ)的一個(gè)重要組成部分,趨向補(bǔ)語(yǔ)更是對(duì)外漢語(yǔ)教學(xué)的一個(gè)難點(diǎn),特別是對(duì)于沒(méi)有趨向補(bǔ)語(yǔ)這一語(yǔ)法系統(tǒng)的韓國(guó)留學(xué)生來(lái)說(shuō),就變成他們最難掌握的語(yǔ)法部分,因此怎樣尋找有效可行的教學(xué)方法就成為目前對(duì)外漢語(yǔ)教學(xué)的一個(gè)不容忽視的問(wèn)題,在此之前,前賢們已經(jīng)對(duì)韓國(guó)學(xué)生習(xí)得趨向補(bǔ)語(yǔ)進(jìn)行了比較多的研究,有的是對(duì)韓國(guó)學(xué)生學(xué)習(xí)趨向補(bǔ)語(yǔ)產(chǎn)生的偏誤從不同的角度進(jìn)行過(guò)分析,有的是從細(xì)節(jié)上來(lái)進(jìn)行分析,如針對(duì)“V+來(lái)”、“V+去”結(jié)構(gòu)的趨向補(bǔ)語(yǔ)來(lái)進(jìn)行偏誤分析的,有的是專(zhuān)門(mén)針對(duì)復(fù)合趨向補(bǔ)語(yǔ)來(lái)進(jìn)行偏誤分析,有的是通過(guò)對(duì)比漢韓兩種語(yǔ)言的異同來(lái)進(jìn)行偏誤分析的,還有的是通過(guò)問(wèn)卷調(diào)查的方式來(lái)進(jìn)行偏誤分析；對(duì)于韓國(guó)學(xué)生趨向補(bǔ)語(yǔ)的習(xí)得研究,前人研究了韓國(guó)學(xué)生習(xí)得順序從結(jié)構(gòu)上來(lái)說(shuō)是習(xí)得簡(jiǎn)單的,沒(méi)有帶賓語(yǔ)的趨向補(bǔ)語(yǔ),再到復(fù)合趨向補(bǔ)語(yǔ)和帶賓語(yǔ)的趨向補(bǔ)語(yǔ),從意義上來(lái)說(shuō)是先習(xí)得趨向意義,再習(xí)得引申意義。 本研究在借鑒前人的研究基礎(chǔ)之上,以北京語(yǔ)言大學(xué)和暨南大學(xué)的語(yǔ)料庫(kù)為基礎(chǔ),將韓國(guó)留學(xué)生作文語(yǔ)料庫(kù)里出現(xiàn)的趨向補(bǔ)語(yǔ)按照肖奚強(qiáng)(2009)等人劃分的14種句型來(lái)進(jìn)行偏誤分析,得出什么句型出現(xiàn)的什么偏誤居多,從而預(yù)測(cè)各種句型的習(xí)得情況,然后通過(guò)對(duì)初中高級(jí)階段漢語(yǔ)中介語(yǔ)語(yǔ)料庫(kù)的定量來(lái)對(duì)14種句型作進(jìn)一步的更準(zhǔn)確的習(xí)得順序分析,再用蘊(yùn)含量表來(lái)驗(yàn)證我們對(duì)韓國(guó)學(xué)生習(xí)得這14種句型的順序是否科學(xué),最后再根據(jù)偏誤分析和習(xí)得情況來(lái)對(duì)韓國(guó)學(xué)生學(xué)習(xí)趨向補(bǔ)語(yǔ)提出有效可行的教學(xué)方法。
[Abstract]:As an important part of Chinese, the directional complement is a difficult point in teaching Chinese as a foreign language. Especially for the Korean students who do not have the grammar system of directional complement, it becomes the most difficult grammatical part for them to master. Therefore, how to find effective and feasible teaching methods has become a problem that can not be ignored in teaching Chinese as a foreign language at present. Prior to this, the former sages have done more research on the acquisition of directional complements by Korean students. Some of the errors caused by Korean students' learning trend complement have been analyzed from different angles, and others have been analyzed from details, such as the trend complement of "V to" and "V go" structure. Some are aimed specifically at the compound trend complement to carry on the error analysis, some through the contrast Chinese and the Korean two languages similarities and differences carries on the error analysis, others is through the questionnaire investigation way carries on the error analysis; With regard to the acquisition of directional complement by Korean students, the previous studies have studied that the acquisition sequence of Korean students is simple in terms of structure, and there is no directional complement with object, and then the compound directional complement and the directional complement with object. In the sense, it is to acquire the tendency meaning first, then acquire the extended meaning. This study is based on the corpus of Beijing language and language University and Jinan University. The trend complement appearing in the composition corpus of Korean foreign students is analyzed according to 14 kinds of sentence patterns divided by Xiao Xi Qiang (2009) and others, and it is concluded that what kind of sentence pattern appears mostly and the acquisition of all kinds of sentence patterns is predicted. Then the acquisition sequence of 14 sentence patterns is analyzed more accurately through the quantitative analysis of Chinese interlanguage corpus in the senior stage of junior middle school, and then the implication scale is used to verify whether the order of acquisition of these 14 sentence patterns for Korean students is scientific or not. Finally, according to the error analysis and acquisition situation, the effective and feasible teaching method for Korean students' learning trend complement is put forward.
【學(xué)位授予單位】：云南大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類(lèi)號(hào)】：H195

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本文編號(hào)：2040787