韩国学生结果补语习得情况考察

发布时间：2018-03-31 10:42

本文选题：结果补语　切入点：习得研究　出处：《东北师范大学》2017年硕士论文

【摘要】：结果补语是外国学生学习汉语时接触较早的语法项目,同时它也是实际交际中使用频率较高的句法结构。由于外国学生习得结果补语的情况并不理想,因此在对外汉语教学中,结果补语一直是难点和重点。笔者以韩国学生为主要研究对象,选取了5个既常用又典型的结果补语“V+完”、“V+好”、“V+懂”、“V+到”、“V+着”进行研究。由于结果补语本身的结构具有特殊性与复杂性,且韩语中也没有与结果补语对应一致的句法成分,这就成为韩国学生学习结果补语的主要障碍。因此,韩国学生常常受到母语的影响,产生遗漏结果补语、以韩语的副词来代替甚至回避使用等负迁移现象。本文共分为五章。引言中提出选题的背景和选题意义、研究方法与研究思路;第一章总结了前人对汉语结果补语的研究;第二章,探讨了汉语结果补语在韩语表达中的相应之处;第三章,笔者以北京语言大学HSK中介语语料库韩国学生结果补语习得语料为依据进行偏误分析,总结出韩国学生结果补语习得情况。不过,从中介语语料库中得到的语料数量不够充分,且大多数偏误出现在结果补语“到”上,其他结果补语的偏误数量极少。因此,笔者再次设计了问卷调查,更深入地考察韩国学生结果补语习得情况;第四章,基于前一章的调查结果,找出了影响韩国学生习得汉语结果补语的因素,从而总结出韩国学生结果补语习得特点以及习得顺序;在论文的最后,笔者从教材编写、教学方法等方面提出对汉语结果补语的教学建议,为韩国学生、对韩汉语教师以及对韩汉语教学研究者、教材编写者提供较为有益的参考与借鉴。
[Abstract]:Results complement is a grammatical item that foreign students come into contact with earlier when learning Chinese, and it is also a syntactic structure which is frequently used in actual communication. Because the situation of foreign students' acquisition of resultant complement is not ideal, they are in teaching Chinese as a foreign language. Results complement has always been a difficult and important point. Five common and typical resultant complements "V end", "V good", "V understand", "V to", "V to" and "V Zhe" are selected to study. Because of the particularity and complexity of the structure of the resultant complement, and there is no syntactic element corresponding to the result complement in Korean, As a result, Korean students are often influenced by their mother tongue, resulting in the omission of resultant complements. This paper is divided into five chapters. In the introduction, the background and significance of the topic selection, research methods and research ideas are proposed. The first chapter summarizes the previous researches on Chinese resultant complement; In the second chapter, the author discusses the corresponding points of Chinese resultant complement in Korean expression. Chapter three, based on the HSK Interlanguage Corpus of Beijing language University, Korean students' resultant complement acquisition corpus is used as the basis for error analysis. The result complement acquisition of Korean students is summarized. However, the amount of data obtained from the interlanguage corpus is not sufficient, and most of the errors occur in the result complement "to", and the number of other resultant complement errors is very small. The author designs a questionnaire again to investigate the acquisition of resultant complement by Korean students in depth. Chapter four, based on the results of the previous chapter, finds out the factors that affect the acquisition of Chinese complement by Korean students. At the end of the thesis, the author puts forward some suggestions on the teaching of Chinese resultant complement from the aspects of textbook compilation and teaching methods. To Korean Chinese teachers and Korean Chinese teaching researchers, textbook writers to provide more useful reference and reference.
【学位授予单位】：东北师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H195.3

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