韩国中学生使用“有点儿”“一点儿”的偏误分析及对策研究
发布时间：2018-10-20 13:36
【摘要】：本文主要研究的是韩国中学生使用“有点儿”和“一点儿”的偏误,这两个词在现代汉语的使用十分广泛,它们的词义相似,用法不同,是教学中的难点。因此,这组词的使用也成为了教学研究的重点。但是从以往的研究来看,关于韩国中学生使用“有点儿”和“一点儿”的研究还不够深入,有的只是偏误分析并没有对教学展开进一步研究,本文结合前人的研究成果,以及韩国中学生的问卷调查的结果,分析了“有点儿”和“一点儿”的使用偏误,并试图解决对外汉语教学中的一些问题。本文一共分为四部分:第一部分是绪论,分为选题目的和意义、选题的研究现状和相关的研究工作。首先阐述文章的选题目的是分析韩国中学生使用“有点儿”和“一点儿”的偏误原因,进而知道如何使用二者。选题的意义是加强对韩国中学生“有点儿”和“一点儿”教学的针对性,从而让学习者更容易地掌握和运用该表达;其次是“有点儿”和“一点儿”的本体和教学研究综述;最后阐述相关研究工作,包括研究范围、研究方法和文章的创新之处等。第二部分首先总结了韩国观光高中学生的学习特点以及36名同等水平的韩国中学生,对他们进行了“有点儿”“一点儿”学习情况问卷调查;其次根据问卷调查的数据统计“有点儿”和“一点儿”分别与形容词、动词、名词、以及其否定形式搭配的偏误率,了解学生容易偏误的地方,进而作出很清楚的对比。第三部分是“有点儿”和“一点儿”的偏误原因分析,从语言本身的特点出发,以“有点儿”和“一点儿”与韩国语“??”的对比以及“有点儿”和“一点儿”的对比为基础,分别从母语的负迁移和目的语知识的负迁移等方面进行了阐述,又分别从教材编写、教师的教学问题以及语言环境三个方面解释了学生造成偏误的原因。第四部分是“有点儿”和“一点儿”偏误的对策研究,以第三部分的偏误原因分析为依据,分别从教学、教材编写、学习环境三方面提出了具体的对策。
[Abstract]:This paper mainly studies the errors in the use of "bit" and "bit" by Korean middle school students. These two words are widely used in modern Chinese. Their meanings are similar and their usage is different, which is a difficult point in teaching. Therefore, the use of this group of words has become the focus of teaching and research. However, from the previous studies, the research on Korean middle school students' use of "a bit" and "a bit" is not deep enough, some of which are just error analysis and do not carry out further research on teaching. As well as the results of the questionnaire survey of middle school students in South Korea, this paper analyzes the errors in the use of "bit" and "bit", and tries to solve some problems in teaching Chinese as a foreign language. This paper is divided into four parts: the first part is the introduction, including the purpose and significance of the topic, the status quo of the topic and related research work. The purpose of this paper is to analyze the reasons why Korean middle school students use "bit" and "bit", and then to know how to use them. The significance of the selected topic is to strengthen the pertinence of the teaching of "a bit" and "bit" to Korean middle school students, so that the learners can master and use the expression more easily, secondly, it is the Noumenon of "a bit" and "bit" and a summary of teaching research. Finally, related research work, including the scope of research, research methods and the innovation of the article, etc. The second part first summarizes the learning characteristics of the students in South Korea tourism high school and 36 Korean middle school students of the same level, conducted a "bit" learning questionnaire; Secondly, according to the data of the questionnaire, the errors of "a bit" and "a bit" with adjectives, verbs, nouns, and their negative forms are analyzed, and the students' errors are found out, and a clear comparison is made. The third part is the "bit" and "bit" error analysis, starting from the characteristics of the language itself, with "a bit" and "bit" and Korean? On the basis of the comparison of "a bit" and "bit", this paper expounds the negative transfer of mother tongue and the negative transfer of knowledge of the target language, and compiles the textbook separately. Teachers' teaching problems and language environment explain the causes of students' errors. The fourth part is the countermeasure research of "a bit" and "a little" error, based on the analysis of the third part of the error reasons, respectively from the teaching, teaching material compilation, learning environment three aspects of specific countermeasures.
【学位授予单位】：沈阳师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.3
[Abstract]:This paper mainly studies the errors in the use of "bit" and "bit" by Korean middle school students. These two words are widely used in modern Chinese. Their meanings are similar and their usage is different, which is a difficult point in teaching. Therefore, the use of this group of words has become the focus of teaching and research. However, from the previous studies, the research on Korean middle school students' use of "a bit" and "a bit" is not deep enough, some of which are just error analysis and do not carry out further research on teaching. As well as the results of the questionnaire survey of middle school students in South Korea, this paper analyzes the errors in the use of "bit" and "bit", and tries to solve some problems in teaching Chinese as a foreign language. This paper is divided into four parts: the first part is the introduction, including the purpose and significance of the topic, the status quo of the topic and related research work. The purpose of this paper is to analyze the reasons why Korean middle school students use "bit" and "bit", and then to know how to use them. The significance of the selected topic is to strengthen the pertinence of the teaching of "a bit" and "bit" to Korean middle school students, so that the learners can master and use the expression more easily, secondly, it is the Noumenon of "a bit" and "bit" and a summary of teaching research. Finally, related research work, including the scope of research, research methods and the innovation of the article, etc. The second part first summarizes the learning characteristics of the students in South Korea tourism high school and 36 Korean middle school students of the same level, conducted a "bit" learning questionnaire; Secondly, according to the data of the questionnaire, the errors of "a bit" and "a bit" with adjectives, verbs, nouns, and their negative forms are analyzed, and the students' errors are found out, and a clear comparison is made. The third part is the "bit" and "bit" error analysis, starting from the characteristics of the language itself, with "a bit" and "bit" and Korean? On the basis of the comparison of "a bit" and "bit", this paper expounds the negative transfer of mother tongue and the negative transfer of knowledge of the target language, and compiles the textbook separately. Teachers' teaching problems and language environment explain the causes of students' errors. The fourth part is the countermeasure research of "a bit" and "a little" error, based on the analysis of the third part of the error reasons, respectively from the teaching, teaching material compilation, learning environment three aspects of specific countermeasures.
【学位授予单位】：沈阳师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.3
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