汉语对象介词研究及对韩教学对策

发布时间：2018-01-30 22:03

本文关键词： 对象介词对外汉语虚词教学三个平面理论偏误分析教学对策　出处：《山东大学》2012年硕士论文　论文类型：学位论文

【摘要】：汉语介词由于抽象的语法意义和灵活的用法而成为对外汉语虚词教学中的一个重点和难点。其中,“给、替、为”和“对、对于、关于”这六个常用的对象介词在意义和用法上既有区别,又有交叉,相当复杂。因此,韩国学生在学习和使用过程中会遇到很多困难,出现偏误。本文从对外汉语虚词教学的角度入手,结合句法、语义、语用三个平面,对这几个近义对象介词进行描写与分析,并对韩国学生使用这六个介词时出现的偏误进行初步探讨分析。第一章为绪论,主要介绍了选题缘由及研究意义、研究方法与语料来源,同时阐述了研究综述,还介绍了语法三个平面理论、介词的性质、特点、功能、分类以及对象介词界定。第二章在已有研究的基础上分别对“给、替、为”进行描写与分析。并在此基础上进行“给、替、为”的比较,分析替换情况。第三章在已有研究的基础上分别对“对、对于、关于”进行描写与分析。并在此基础上进行“对、对于、关于”的比较,分析替换情况。第四章针对韩国学生使用这几个对象介词进行偏误分析,归纳偏误类型,探究偏误原因,提出一些教学对策。结语部分总结概括了本文得出的一些基本结论以及不足之处。
[Abstract]:Chinese prepositions, due to their abstract grammatical meaning and flexible usage, have become an important and difficult point in the teaching of Chinese function words as a foreign language. The meaning and usage of these six common object prepositions are not only different but also intersecting, which is quite complicated. Therefore, Korean students will encounter many difficulties and errors in the process of learning and using. From the perspective of teaching Chinese function words as a foreign language, this paper describes and analyzes these prepositions in syntactic, semantic and pragmatic aspects. And the Korean students use the six prepositions error analysis. The first chapter is the introduction, which mainly introduces the reason and significance of the topic, the research methods and the source of the corpus. At the same time, it also introduces the three plane theories of grammar, the nature, characteristics and functions of prepositions. Classification and object preposition definition. The second chapter describes and analyzes the "give, replace, for" on the basis of existing research, and on this basis carries on the comparison of "give, replace, for", analyze the substitution situation. The third chapter describes and analyzes the "right, for, about" on the basis of the existing research, and on the basis of the comparison of "yes, for, about", analyzes the substitution situation. Chapter 4th aims at Korean students to use these object prepositions for error analysis, induces the types of errors, and explores the causes of errors. Some teaching countermeasures are put forward. The conclusion summarizes some basic conclusions and shortcomings.
【学位授予单位】：山东大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H195

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