基于“HSK动态作文语料库”的韩国学生“被”字句习得研究

发布时间：2018-05-11 23:21

本文选题：HSK动态作文语料库 + 韩国学生　；参考：《南京师范大学》2012年硕士论文

【摘要】：本文以“HSK”动态作文语料库为依托,结合“被”字句本体研究成果,将检索到的韩国学生作文语料中的“被”字句划分为九类：1、NP,+(Z状)+被+V；2、NP1+(Z状)+被+V+NP2；3、NP1+(Z状)+被+V+了(着、过)；4、NP1+(Z状)+被+V+补语；5、NP1+(Z状)+被+NP2+V；6、NP1+(Z状)+被+NP2+V+NP3；7、NP1+(Z状)+被+NP2+V+了(着、过)；8、NP,+(Z状)+被+NP2+V+补语；9、NP1+(Z状)+被+NP2+所+V。通过定量统计分析、偏误分析,确定韩国学生“被”字句使用偏误主要包括遗漏、误代、错序、误加等类型,其中遗漏偏误所占比例最大。偏误原因主要包括母语知识负迁移、目的语知识负迁移、学习环境的影响等方面。依据九类“被”字句式的使用率、正确使用率和正确使用相对频率情况,及与母语使用者的对比,同时结合对韩国学生“被”字句主观难度意识调查得出的结果,构拟出韩国学生九类“被”字句式的习得顺序为：句式5—句式1—句式2—句式4—句式7—句式8—句式6—句式3—句式9。以这一结果为参照,按照习得顺序的不同,我们对“被”字句的教学编排提出如下建议：初级阶段教授句式5、句式1；中级阶段教授句式2、句式4、句式7；高级阶段教授句式8、句式6、句式3、句式9。目前通用的两套对外汉语教材中“被”字句的练习设计多为替换、改写以及改错句,用于对韩汉语教学时则要针对韩国学生的主要偏误类型作相应调整。
[Abstract]:Based on the dynamic composition corpus of "HSK" and the research results of "Bei" sentence ontology, The "Bei" sentences in the searched Korean students' composition corpus were divided into nine categories: 1: 1 / NP1 (Z shaped) by V NP2 / NP3 / NP1 / Z) by V / N _ 2N _ 3 / N _ 1 / Z) by V _ N _ 2N _ 3 / N _ 1 / N _ 1 / Z) by V _ N _ 2N _ 2 / N _ (1) Z). By V complement 5 / NP1 / Z) by NP2 VNP6 / NP1 / Z) by NP2 V NP3 / 7 / NP1 / Z) by NP2 V (NP2 V complement 9NP1 Z) by NP2 V complement 9NP1 Z). Through quantitative statistical analysis and error analysis, it is determined that Korean students' errors in the use of the word "be" mainly include the types of omission, error-substitution, misorder, mis-addition and so on, in which the proportion of missing errors is the largest. The reasons include negative transfer of mother tongue knowledge, negative transfer of target language knowledge and influence of learning environment. According to the usage rate, the correct usage rate and the relative frequency of correct use, and the comparison with the native language users, and combining with the results of the survey on the subjective difficulty consciousness of the Korean students, The acquisition order of the nine types of "Bei" word patterns of Korean students is as follows: 5-sentence type 1 Using this result as a reference, according to the order of acquisition, We put forward the following suggestions on the teaching arrangement of "Bei" sentence: primary stage teaching sentence type 5, sentence type 1; intermediate stage teaching sentence pattern 2, sentence pattern 4, sentence pattern 7; advanced stage teaching sentence pattern 8, sentence pattern 6, sentence pattern 3, sentence type 9. At present, in the two sets of Chinese as a foreign language teaching materials, the practice design of the "be" sentence is mostly replaced, rewritten and modified. When used in the teaching of Korean Chinese, it is necessary to adjust the main error types of Korean students accordingly.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H195

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