韩国学生汉语常用副词习得偏误分析

发布时间：2018-06-28 13:57

本文选题：副词 + 偏误分析　；参考：《河北大学》2012年硕士论文

【摘要】：汉语副词作为一个特殊的词类，既有定位的、黏着的特点，又有位置灵活的特点。汉语副词是个不管内部还是外部都是很复杂的类，因而，在对外汉语教学中也占据了举足轻重的位置。在汉字文化圈中，韩国语与汉语有着深厚的历史渊源，韩国至今仍使用汉字，，这给韩国学生学习汉语带来了不少便利，而且学生普遍认为副词不太难，但是却频频出错。在针对韩国学生教学过程中，我发现了韩国学生存在大量的副词使用偏误，并收集了这些偏误用例。本文通过对初级阶段韩国学生学习汉语副词的偏误用例分析，从中认真总结了所出现的偏误的类型，寻找出一些偏误产生的原因，并为对外汉语教学提供一些新的教学思考和建议。全文主要分为四大部分：第一部分绪论主要对选题的意义和作用以及该领域的研究现状做了简要的说明。并介绍了本文研究的理论基础:中介语理论和偏误分析理论。第二部分主要运用偏误分析理论对汉语副词内部的小类进行偏误分析，并主要用对比分析法解释出偏误产生的原因。第三部分是根据对本文的偏误用例的分析总结出偏误产生的原因。主要是母语负迁移、所学目的语知识的负迁移、目的语本身的难度、交际策略的影响、文化环境的误导、教材和工具书的干扰等。第四部分是从不同角度对教学提出了一些建议和想法。希望通过我们的分析可以提高对韩国学生的汉语教学效果，提高学生的学习效率，也希望这些分析能有助于对外汉语教学的发展。
[Abstract]:As a special part of speech, Chinese adverbs have the characteristics of location, adhesion and flexibility. Chinese adverbs are a complex class, both inside and outside, so they play an important role in teaching Chinese as a foreign language. In the cultural circle of Chinese characters, Korean and Chinese have a deep historical origin. South Korea still uses Chinese characters, which brings a lot of convenience for Korean students to learn Chinese, and students generally think that adverbs are not too difficult, but they often make mistakes. In the process of teaching Korean students, I found a large number of adverb errors in Korean students, and collected these error use cases. By analyzing the error cases of Korean students learning Chinese adverbs in the primary stage, this paper summarizes the types of errors, and finds out the causes of some errors. And provides some new teaching thoughts and suggestions for teaching Chinese as a foreign language. The full text is divided into four parts: the first part of the introduction to the significance and role of the topic and the current situation of research in this field made a brief explanation. And introduces the theoretical basis of this study: interlanguage theory and error analysis theory. The second part mainly uses the error analysis theory to carry on the error analysis to the Chinese adverb internal subcategory, and mainly uses the contrast analysis method to explain the reason of the error. The third part summarizes the reasons of error according to the analysis of the error cases in this paper. It is mainly the negative transfer of mother tongue, the negative transfer of the knowledge of the target language, the difficulty of the target language itself, the influence of the communication strategy, the misdirection of the cultural environment, the interference of the textbooks and reference books, etc. The fourth part puts forward some suggestions and ideas from different angles. It is hoped that through our analysis, we can improve the teaching effect of Chinese to Korean students and improve the learning efficiency of students. We also hope that these analyses will be helpful to the development of teaching Chinese as a foreign language.
【学位授予单位】：河北大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H195

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