中国学生韩语格助词习得与偏误研究

发布时间：2018-05-22 16:13

本文选题：韩国语格助词 + 韩语学习者　；参考：《华中师范大学》2016年博士论文

【摘要】：韩国语在语言类型中属于的粘着语,体词后有丰富的格助词是其语法特点之一①。汉语和韩语分属两个完全不同的语系。韩国语用格助词来表示语法关系,而汉语则主要用词序和虚词表示语法关系。韩语丰富的助词和词尾给学习韩语的中国学生带来了极大的困扰,中国学生学习韩语语法时最经常出现的错误就格助词的错误。韩语格助词的偏误原因有两个方面。第一是受汉语母语的影响,汉语和韩国语的语法规则不同。第二是韩国语助词内部的干扰,因为韩语格助词的用法很复杂所以比较容易误用。对于韩语教师来讲,义项丰富、功能多样的格助词也是语法教学中最让他们困扰的一环。因此,研究中国学生在格助词学习过程中出现的偏误现象对韩语学习教学具有重要意义。对中国学生学习韩语格助词的偏误现象进行针对性的分析,对不同偏误采取相应的教学方法,不仅可以有效地提高学生的韩语水平,而且可以帮助老师们找到更好的韩国语教学策略本文用认知语言学的思路和方法论证了上述观点,全文共五章。第一章,介绍本文的研究范围、研究目的和意义、研究对象及研究现状;第二章,比较韩语格助词与相似的汉语介词;第三章,对主格助词进行偏误分析。这是学习韩国语的中国学生使用率最高同时偏误率也最高的一类助词。首先分析了主格助词“(?)(yi) /(?)(ga) ”在句中的语法功能和意义。也介绍了补助词“(?)(ean) /(?) (nean) ”的偏误和用法差异。在韩语语法中,助词被划分为格助词和补助词,格助词只担当语法功能而补助词则担当语义功能。但这样的语法范畴划分并不利于中国学生很好地理解两种助词的功能与语义差异。最近一些初级韩国语的教学研究则把主格助词和补助词纳入同一个语用范畴,强调助词的语用层面。但是两者的句中连接程度有所不同,而语法关系也很密切。第4章,通过对中国学生使用副词格助词“(?)(e) /(?)(eseo) ”的偏误分析,找出偏误原因。本章根据母语干扰及其理论背景进行详述。副词格助词“叫(?)(e) ”与“(?)(eseo) ”在韩国语格助词中适用范围比较大。从学习的阶段来看初级和中级的学生的偏误次数和偏误率最高。从副词格助词的偏误类型来看,遗漏偏误最低,替换偏误率最高。第5章,对宾格助词“(?)(eul) /(?)(reul) ”的习得与偏误情况进行归纳和统计分析。造成中国学生宾格助词偏误的最大原因是母语的干扰。汉语和韩国语的语序不同,最大的差异是宾语的位置。在韩语句子里宾语位置在动词的前面。这是中国学生学习韩国语宾格助词偏误碰到困难的原因之一。为此,教师应在韩国语格助词教学过程中,选择适当的教学办法和策略去帮助学生解决偏误问题。通过归纳和分析,本文有如下结论:1.韩国语的“格”是句法概念,是句子中体词对叙述语的一种资格。我们认为格助词的使用并不是单纯“格”标记的实现,而是“格”功能和语义功能的实现。韩国语的基本语序是“主语-宾语-谓语(叙述语)”语序比较自由,但前提是体词后要附加格助词。如果句子中格助词省略,则其“格”按照语序和谈话的内容来判断,即韩语的基本语序来确定“格”。当语义明确时优先用基本语序来实现格功能。我们收集中国学生的写作和口语语料库的例句,分析了韩国格助词的偏误现象。格助词在韩国语中分别担当不同的语法功能,分属于不同的语法范畴,但初级韩语学习者怎么理解和使用还比较混乱。教师在教学过程中,不应该单纯地只从语法的角度来说明。2.从学习阶段来看,中级中国学生学习韩国语时这种偏误率也比较高,尤其是格助词的误用比率最高,分析了误用的原因。教学时,首先要了解学生的情况。教学中不能一次性全教给学生还需要分层次教学。3.为了帮助中国学生避免格助词偏误,需要结合教学。韩国语格助词教学应该与句型教学互相配合。在初级阶段的学习助词时,只强调学生口语中常常发生的偏误。在韩国语口语的表达过程中,常常省略格助词。虽然在口语中允许这些表达方式。但是初级韩国语教学中,应该重视规范表达的训练。我们研究的目的是减少由于汉语和韩语系统的不同而产生的格助词偏误。希望能对学习韩语的中国学生和韩国语教师有所帮助。此外,还有更多有效的教学办法,今后对此有必要做进一步的探索和研究。
[Abstract]:Chinese and Korean are one of the two different grammatical features of the language. Chinese and Korean belong to two different languages. Korean is used to express grammatical relations with the auxiliary word, while the Chinese mainly uses word order and function word to express grammatical relationship. Chinese students have brought great trouble. There are two reasons why Chinese students learn Korean grammar most frequently. There are two reasons for the error of Korean language auxiliary. The first is the influence of Chinese language, the grammatical rules of Chinese and Korean are different. Second is the interference inside Korean auxiliary words, because the Korean language auxiliary word is the auxiliary word. The usage is very complicated so it is easy to misuse it. For Korean teachers, it is rich in meaning, and the functional variety is also the most disturbing link in the teaching of grammar. Therefore, it is of great significance to study the errors of Chinese students in the learning process of the auxiliary words. The analysis of the errors of the auxiliary words and the corresponding teaching methods for different errors can not only effectively improve the students' Korean language level, but also help the teachers to find a better Korean language teaching strategy. This paper has demonstrated the above views by means of cognitive linguistics. The full text is a total of five chapters. Chapter 1, introduction The scope of the study, the purpose and significance of the study, the research object and the research status; the second chapter, compared the Korean lattice auxiliary and similar Chinese prepositions; the third chapter, the error analysis of the main case auxiliary. This is the highest use rate of Chinese students learning Korean at the same time the highest error rate is also the highest, the first analysis of the main case of the "Yi" (?) "(?) (?) (GA)" in the grammatical function and meaning of the sentence. It also introduces the misuse and usage differences of the grant (?) (?) (?) / (?) (?) (nean) ". In Korean grammar, the auxiliary word is divided into the aid and the aid, the auxiliary word only acts as the grammatical function while the grant acts as the semantic function. But the grammatical category is not beneficial to the Chinese students. A good understanding of the functional and semantic differences between the two kinds of auxiliary words. Some primary Korean teaching studies have incorporated the subject auxiliary and the subsidy into the same pragmatic category, emphasizing the pragmatic level of the auxiliary words. However, the degree of connection in the two sentences is different and the grammatical relation is very close. The fourth chapter, by using the adverb lattice to Chinese students. The auxiliary word "(?)" (?) / (?) (?) (ESEO) error analysis to find out the cause of error. This chapter is detailed according to the mother tongue interference and its theoretical background. The adverb lattice auxiliary word "(?)" (E) and "(ESEO)" in the large range of application in the Korean lattice. From the stage of learning, the number of errors and error rate of primary and intermediate students is the highest. In the fifth chapter, the fifth chapter makes a summary and statistical analysis of the acquisition and error of the object "(?) (?) / (?)" (Reul). The biggest cause of the error of the Chinese student's object is the interference of the mother tongue. The word order of Chinese and Korean is different, the biggest difference is the difference between Chinese and Korean. The position of the object in the Korean sentence is in front of the verb. It is one of the reasons for the Chinese students to learn the difficulties in the errors of the Korean object. For this reason, the teacher should choose appropriate teaching methods and strategies to help the student to solve the errors in the process of teaching Korean lattice aid. The following conclusions are as follows: 1. the "lattice" of Korean is a syntactic concept, which is a qualification to the narrative in a sentence. We believe that the use of a lattice is not a mere realization of a "lattice" mark, but a realization of the "lattice" function and the semantic function. The basic word order of Korean is "the subject object predicate (narrative language)" in the word order. If the precondition is the precondition, the lattice auxiliary is added. If the case is omitted, its "lattice" is judged according to the word order and the content of the conversation, that is, the basic word order of the Korean language to determine the "lattice". When the semantic is clear, the basic word order is given priority to achieve the function of the lattice. There are different grammatical functions in the Korean language, which belong to different grammatical categories in Korean, but the primary Korean learners are still confused in how to understand and use them. In the course of teaching, teachers should not simply explain the.2. from the learning stage and intermediate Chinese learning from the perspective of grammar. When students learn Korean, this error rate is also high, especially the misuse ratio of the lattice auxiliary, and the reason of misuse is analyzed. In teaching, we must first understand the situation of the students. In teaching, it is not necessary to teach the students at once in order to help the Chinese students avoid the error of the auxiliary words, so it is necessary to combine teaching with Korean language in order to help the Chinese students to avoid the errors. The teaching of auxiliary words should cooperate with the sentence pattern teaching. In the primary stage, only the errors often occur in the students' spoken language. In the process of the expression of Korean spoken language, they often omit the lattice auxiliary. Although these expressions are allowed in the spoken language, we should pay attention to the training of standard expression in the primary Korean language teaching. The purpose of the study is to reduce the errors of the lattices resulting from the difference between Chinese and Korean systems. It is hoped that it can help Chinese students and Korean teachers learning Korean. In addition, there are more effective teaching methods, and it is necessary to further explore and study it in the future.
【学位授予单位】：华中师范大学
【学位级别】：博士
【学位授予年份】：2016
【分类号】：H55

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