副词“还、再、又”重复义研究以及对韩教学对策

发布时间：2018-10-23 11:06

【摘要】：本文从现代汉语常用副词中选择“还、再、又”作为研究对象,一是汉语中的“还、再、又”在韩国语中都用“(?)”表示,所以学生用“还、再、又”的时候常常出错；二是“还、再、又”在汉语里使用频率很高,但是这三个词的语义和句法很复杂,虽然从初级阶段就开始学习,但是中高级汉语水平的学生运用起来仍然会出现偏误。综合上述原因,本人对韩国学生使用“还、再、又”时产生的偏误进行了分析。第一章是绪论部分。我们概括了选题的意义和研究对象,介绍了研究方法和思路,对语料来源做了简要说明。同时,还对目前已有的关于“还、再、又”的重复义的研究成果进行了简要的概括和回顾。第二章是对“还、再、又”的语义、句法和语用的研究。首先在确定本文对重复义的定义后,再界定对”还、再、又”重复义的定义,并且在主客观性、周期性和语义指向上分析”还、再、又”的语义背景。然后是对”还、再、又”句法特征的考察：先从修饰的动词性成分来说明”还、再、又”与动词+数量补语、动词+结果补语、动词重叠式和助动词+动词连用时的位置,然后说明语气副词、时间副词、范围副词和否定副词与”还、再、又”连用时的位置,最后在陈述句、疑问句和祈使句上分析”还、再、又”的区别。第三章是对韩国学生使用”还、再、又”时产生的偏误进行调查和分析。本人设计的测试卷以山东大学的80名韩国留学生为调查对象,分为两种题型,一种是选择题,每道题目有三个选项；另一种是韩汉翻译题,将七个韩语句子翻译成汉语。首先对韩国学生在重复副词”还、再、又”的使用过程中出现的偏误在总体上、不同等级上分别进行统计。然后通过收集到的统计结果,我们对“还”和“再”的误代、“再”和“又”的误代、“还”和“又”的误代和”还、再、又”在句子中的错序等进行了分析。最后根据以上分析总结出引起偏误的原因是：母语负迁移,学习策略以及学习者自身能力。第四章是如何针对以韩语为母语,且汉语水平为中级的成年学习者设计”还、再、又”的教学。教学目标为培养学生正确使用重复副词”还、再、又”的能力,使学生理解”还、再、又”的句法特征,帮助学生掌握句型的使用。然后按照授课计划表来设计教学步骤,分为导入,展开(包括说明、活用和练习)以及整理(包括小结和布置作业)三个板块。在结语的部分本人总结了本文的主要观点并指出本次研究的不足。
[Abstract]:This article chooses "Huo, re, and" from the common adverbs in modern Chinese as the object of study. One is "Huanghui" in Chinese, and the other is "using" (?) in Korean. Therefore, students often make mistakes when they use "return, and again"; second, "return, second, and again" is used very frequently in Chinese, but the semantics and syntax of these three words are very complicated, although they have been learned from the initial stage. However, middle-and-advanced Chinese level students will still use the error. In view of the above reasons, I analyze the errors caused by Korean students' use of "return, again, again". The first chapter is the introduction. We summarize the significance and research object of the topic, introduce the research methods and ideas, and briefly explain the source of the corpus. At the same time, it briefly summarizes and reviews the existing research results on the repetitive meaning of "also, again, and again". Chapter two deals with the semantic, syntactic and pragmatic aspects of return, re-and-re. First of all, after defining the definition of repetition in this paper, we define the definition of "return, again, and" repetition meaning, and analyze the semantic background of "return, again, again" in subjective objectivity, periodicity and semantic direction. Then there is an investigation of the syntactic features of "return, again, and again": first explain the position of "return, again," with the verb quantity complement, the verb result complement, the verb reduplication, and the auxiliary verb when they are used in conjunction with the modified verb sexual component, and then the verb quantity complement, the verb result complement, the verb reduplication, and the auxiliary verb. Then it explains the position of mood adverb, time adverb, scope adverb and negative adverb when they are used together with "return, again," and finally analyzes the difference between "return, again, again" in declarative sentence, question sentence and imperative sentence. The third chapter investigates and analyzes the errors caused by Korean students' use of "return, again, again". The test paper designed by me takes 80 Korean students from Shandong University as the research object. It can be divided into two types: one is a multiple-choice question with three options for each topic, and the other is a Chinese-Korean translation question, which translates seven Korean sentences into Chinese. Firstly, the errors in the process of repeated adverb "return, again, again" are analyzed separately in the whole and different grades. Then, through the statistical results collected, we analyze the false generation of "return" and "re", the misgeneration of "re" and "re", the misgeneration of "return" and "re", and the wrong order in sentences. Finally, according to the above analysis, the causes of errors are: negative transfer of mother tongue, learning strategies and learners' own ability. The fourth chapter is how to design the teaching of "also, again, again" for adult learners whose mother tongue is Korean and Chinese level is intermediate. The aim of the teaching is to develop the students' ability to use the repetition adverb "return, again, and again" correctly, to make students understand the syntactic features of "return, again, and again", and to help students master the use of sentence patterns. Then the teaching steps are designed according to the lecture schedule, which are divided into three sections: introduction, development (including description, use and practice) and arrangement (including summary and assignment). In the conclusion, I summarize the main points of this paper and point out the shortcomings of this study.
【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】：H146

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