韩国学生习得副词“还”及其相关近义副词的偏误分析

发布时间：2018-05-19 17:21

本文选题：对外汉语教学 + 副词“还”　；参考：《青岛大学》2017年硕士论文

【摘要】：汉语是表意的分析性孤立语,主要靠虚词和语序表达语法意义,缺少发达的形态变化。而韩语是表音的黏着语,用紧跟在词根后的词尾来表达相应的时态和语法意义且有着规律性的形态变化。相对于可丁可卯、各司其职的韩文词尾,很多汉语中的虚词在实词之间若隐若现,却身兼数职并担负着更为繁重的语法任务。副词“还”就是这类虚词当中的一个,它语义众多,用法多样。二语习得者在使用时极易将“还”与其相关近义副词相混淆而产生各类偏误。本文专门针对韩国学生,从探讨副词“还”及其相关中韩近义副词之间的区别和联系入手,通过问卷调查和数据分析考察韩国学生对“还”类副词的掌握情况,归纳出偏误的类型并理清其原因。本文的特点是明确的针对性,深入、具体且力求条理化,希望对包括韩国学生在内的汉语习得者有所帮助,同时为对外汉语教学的研究和实践提供一些借鉴。全文共分为五个部分。第一部分绪论。内容包括选题的缘起和研究意义,国内外(中韩)对“还”类副词在本体和汉语教学两方面的研究成果综述。第二部分是关于本体方面的研究。首先是将副词“还”及其中韩文中相关近义副词相对照,绘制语义关系网,一目了然。接下来以“还”为纲,将“还”“再”“又”,“还”“也”及“还”“更”作为三个分支从语义、句法、语用三个方面进行梳理,为接下来的问卷调查数据分析做好铺垫和准备。第三部分是通过问卷调查结果进行偏误描述和数据分析,明确韩国学生对副词“还”及其相关近义副词的掌握情况并进行偏误归类。此次调查研究的对象是青岛韩国国际学校中的105名韩国学生。第四部分是依据中介语理论将调查结果从“还”“再”“又”,“还”“也”及“还”“更”三个方面从中韩对比的角度进行细致的原因探究和分析。第五部分是针对韩国学生的“还”“再”“又”“也”“更”的教案设计。最后结语部分是对全文的总结,指出了本文的不足之处和对未来的展望。
[Abstract]:Chinese is an analytical solitary language of ideographic meaning, which mainly relies on function words and word order to express grammatical meaning, and lacks developed morphological changes. Korean is a kind of colloquial language, which expresses the corresponding tense and grammatical meaning with the tail following the root of the word and has regular morphological changes. Compared with Ke Ding Ke Mao, many function words in Chinese appear between notional words, but they both hold several posts and shoulder more heavy grammatical tasks. Adverb "Huanhe" is one of these functional words. Second language learners can easily confuse "return" with their related synonymous adverbs and produce various errors. This paper aims specifically at Korean students, starting with the differences and connections between adverbs "Huanghuan" and their related Chinese and Korean synonymous adverbs, and through questionnaire survey and data analysis to investigate the Korean students' grasp of "Huanghuan" adverbs. Generalize the types of errors and clarify their causes. The characteristics of this paper are clear, in-depth, specific and strive to be organized, hoping to help Chinese learners, including Korean students, and to provide some reference for the research and practice of teaching Chinese as a foreign language. The full text is divided into five parts. The first part is introduction. The content includes the origin and research significance of the topic, and a summary of the domestic and foreign (Chinese and Korean) research on "Huanghua" adverbs in both Noumenon and Chinese teaching. The second part is about the ontology research. The first is to draw the semantic relation network by comparing the adverb "Huanhe" and the relative synonymous adverbs in Chinese and Korean text. Then, taking "return" as the outline, "return" again "," return "also" and "Huanghuan" as three branches, combing them from three aspects of semantics, syntax and pragmatics. For the next questionnaire survey data analysis and preparation. The third part is through the questionnaire survey result carries on the error description and the data analysis, clarifies the Korean student to adverb "return" and the related synonymy adverb grasps the situation and carries on the error classification. The subjects of this study are 105 Korean students in Qingdao Korean International School. In the fourth part, according to the theory of interlanguage, the author explores and analyzes the causes of the investigation from three aspects: "return", "return" and "return" from the angle of contrast between China and South Korea. The fifth part is the teaching plan design of Korean students. The last part of the conclusion is a summary of the full text, pointing out the shortcomings of this paper and the prospects for the future.
【学位授予单位】：青岛大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H195.3

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