韩语母语者习得汉语存现句研究

发布时间：2018-05-03 21:18

本文选题：韩语母语者 + 存现句　；参考：《吉林大学》2014年硕士论文

【摘要】：存现句的句法结构比较特殊，语用功能无可替代，是汉语作为第二语言的学习者必须掌握的一种表达方式。本文在梳理存现句本体和习得研究的基础上，确定了本研究中存现句的标准和范围，分别探讨了A段处所性词语、B段动词性词语和C段名词性词语的构成及限制条件。与以往针对韩语母语者的存现句习得研究不同，本文主要考察中高级汉语水平的韩语母语者对存现句的掌握情况，因此大大扩展了研究范围，除了学习者在初级阶段就能习得的“有”字存在句和“V着”存在句外，还列出了另外8种存现句下位句式。然后通过问卷调查和HSK动态作文语料库收集语料，对学习者存现句使用过程中正确用例的特点、偏误的类型及成因进行分析。本文的调查对象不仅包括吉林大学的42名韩国留学生、全罗南道的5名韩国籍汉语教师，还包括东北师范大学的15名朝鲜留学生和长春朝鲜族中学的27名朝鲜族中学生。作文语料共150篇，包括HSK动态作文语料库从1995—2005年收录的HSK考试作文108篇和42篇课堂作文。结果发现，韩语母语者和汉语参照组相比，能接受的存现句下位句式比较有限，“有”字句的使用频率偏高，有明显的“回避”倾向。出现了错序、遗漏、误加、误代等偏误。错序主要表现在习惯性地选取施事成分做主语、处所性成分做状语，受朝鲜语SOV语序的干扰，把动词置于句末。遗漏类偏误不太多，但发生在存现句的各组成部分，比如A段方位词语的遗漏、动补结构B段动词的遗漏以及C段名词前修饰语的遗漏，我们认为这类偏误主要是受母语思维方式的影响。误加类偏误常常是在处所性词语前加“在”或“从”，测试中某些被试会在所有句子前加介词，但大部分被试表现良好。至于存现句A段的处所性词语前到底能不能加“在”，本体研究的成果表明有些情况必须加，有些情况不能加，还有一些情况可加可不加，其差别在语用上。当然，这需要学习者在习得过程中慢慢领会。误代或替代类偏误是本研究中出现最多的，我们设专章分别探讨了与存在句和隐现句有变换关系的相关句式，考察了韩语母语者在半自由表达和自由表达中对存现句变换句式的使用情况。最后，本文在对韩语母语者存现句的习得特点、偏误情况、回避心理进行全面把握的基础上，对比了韩汉存现结构的异同，整理了对外汉语教材中的存现句语法点，提出了我们对存现句教学的建议。
[Abstract]:The syntactic structure of existential sentences is rather special and the pragmatic function is irreplaceable. It is a kind of expression which must be mastered by the learners of Chinese as a second language. On the basis of combing the Noumenon and acquisition of existential sentences, this paper determines the standard and scope of existential sentences in this study, and probes into the composition and limitation conditions of verb words in B paragraph and noun words in C paragraph in paragraph A, respectively. Different from the previous researches on the acquisition of existential sentences by native speakers of Korean, this paper focuses on the mastering of existential sentences by the native speakers of Korean at middle and advanced Chinese level, which greatly expands the scope of research. Besides the existential sentence of "you" and the existential sentence of "V zhe" which learners can acquire at the initial stage, there are also 8 kinds of existential sentence patterns. Then, the characteristics of correct use cases, the types of errors and the causes of errors are analyzed by questionnaire and HSK dynamic composition corpus. The subjects of this study include not only 42 Korean students in Jilin University, 5 Korean Chinese teachers in Luonan Road, but also 15 Korean students in Northeast normal University and 27 Korean middle school students in Changchun Korean High School. A total of 150 compositions were collected from the HSK dynamic composition Corpus. From 1995 to 2005, 108 compositions and 42 classroom compositions were collected in the HSK examination. The results show that Korean native speakers have a relatively limited acceptance of possessive sentence patterns compared with the Chinese reference group, and the "you" sentence is used more frequently and has an obvious tendency of "avoidance". There are errors in order, omission, addition, substitution, etc. The misorder is mainly manifested in the habitual selection of agent elements as subject and local elements as adverbials, which are disturbed by the SOV word order in Korean and place the verbs at the end of the sentence. There are not too many omissions, but they occur in the components of existential sentences, such as the omissions of position words in paragraph A, the omissions of verbs in paragraph B, and the omissions of premodifiers before nouns in paragraph C. We believe that this kind of bias is mainly influenced by the mode of thinking in our mother tongue. In the test, some subjects would add prepositions before all sentences, but most of the subjects performed well. As to whether or not "Ze" can be added before the locative words in paragraph A of the existential sentence, the results of the ontological study show that some cases must be added, some cases cannot be added, and some cases can be added or not. The difference is in pragmatics. Of course, this requires learners to slowly understand the process of acquisition. The error-substitution errors are the most common ones in this study. We make a special chapter to discuss the relative sentence patterns which are related to the transformation of existential sentences and hidden sentences. The use of existential sentence transformation in semi-free expression and free expression of Korean native speakers was investigated. Finally, on the basis of a comprehensive grasp of the acquisition characteristics, errors and avoidance psychology of Korean native speakers' existential sentences, this paper compares the similarities and differences between Han and Han's existential present structure, and collates the grammatical points of existential sentences in the textbooks of Chinese as a Foreign language (TCFL). This paper puts forward some suggestions on the teaching of existential sentences.
【学位授予单位】：吉林大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：H195.3

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