中高级韩国汉语学习者近义动词习得偏误分析

发布时间：2018-01-01 20:30

本文关键词：中高级韩国汉语学习者近义动词习得偏误分析　出处：《华东师范大学》2014年硕士论文　论文类型：学位论文

【摘要】：近义词在汉语词汇系统中,占有十分重要的地位。为了交际时能跟中国人一样精准地表达自己的思想和感情,外国学习者应该掌握好近义词。近义词由于其意义相似、难以辨析,成为制约外国学习者汉语水平提高的瓶颈。对韩国中高级汉语学习者来说,汉语学习过程中近义词的习得是一大难点。韩语里部分“汉字词”与汉语的某个词同形,可意义和用法并不相同,因此更容易引起韩国学习者使用上的混淆。这是笔者作为韩国人深深体会到的。近义动词是汉语中非常重要的构句成分,数量众多、用法灵活,也是学习者特别容易用错的部分。为了了解韩国中高级汉语学习者习得近义动词的偏误情况,笔者从新HSK2500个词中选取了韩国学习者使用频率高、偏误率较高的39组近义动词,并设计测试卷和调查问卷,以韩国中高级汉语学习者为研究对象进行调查,然后又对韩国中高级学习者和韩国汉语教师进行了访谈。通过这些内容进行了偏误类型和偏误原因分析。笔者具体将偏误类型分为两类：汉语语内偏误和汉韩语际偏误,并对造成偏误的原因包括语言知识因素、学习者个人因素、学习环境因素进行了具体分析。经过分析发现中高级韩国学习者汉语近义动词偏误率非常高,大体上中级学习者比高级学习者的偏误率高,而且中级阶段存在的偏误到高级阶段有所改善。中高级韩国学习者近义动词偏误的具体情况有所不同。造成中高级学习者近义动词偏误的原因是多方面的,其中与语言知识有关的因素是主要的。对此本文也提出了相应的教学策略,比如,教师在近义动词教学中应该加强汉韩对比教学,注重近义动词的用法教学,并应该结合语境进行近义动词教学等。本文希望能为对韩汉语中的近义词教学提供一定的参考与借鉴。
[Abstract]:Synonyms play a very important role in the Chinese lexical system. In order to communicate with the Chinese, they can express their thoughts and feelings with the same precision. Foreign learners should master the synonyms well. Because of their similar meanings, the synonyms are difficult to distinguish and analyze, which has become the bottleneck that restricts the improvement of foreign learners' Chinese level. In the process of learning Chinese, the acquisition of synonyms is a big difficulty. Some "Chinese words" in Korean have the same form as some words in Chinese, but their meanings and usage are not the same. Therefore, it is more likely to cause confusion in the use of Korean learners. This is deeply appreciated by the author as a Korean. Synonymous verbs are very important sentence components in Chinese, with a large number and flexible usage. In order to understand the errors in the acquisition of synonymous verbs by middle and advanced Chinese learners in Korea, the author selects Korean learners from the new HSK2500 words to use them more frequently. There are 39 groups of synonymous verbs with high error rate, and a test paper and a questionnaire were designed to investigate Korean middle and advanced Chinese learners. Then we interview Korean middle and advanced learners and Korean Chinese teachers. Through these contents, we analyze the types of errors and the causes of errors. The author divides the types of errors into two categories:. Intra-lingual errors in Chinese and inter-Korean errors in Chinese and Korean. The causes of errors include language knowledge factors, learners' personal factors and learning environment factors. Through the analysis, we find that the middle and advanced Korean learners have a very high error rate of Chinese synonymous verbs, and on the whole, the intermediate learners have a higher error rate than the advanced learners. Moreover, the errors in intermediate stage and advanced stage have been improved. The specific situation of synonymous verb errors in middle and advanced Korean learners is different. The causes of synonymous verb errors in middle and advanced learners are various. This paper also puts forward the corresponding teaching strategies, for example, teachers should strengthen the Chinese and Korean contrastive teaching in the teaching of synonymous verbs, and pay attention to the teaching of the use of synonymous verbs. This paper hopes to provide some references for the teaching of synonyms in Korean and Chinese.
【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：H195.3

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