韩国初中级汉语学习者名量词偏误分析及教学对策
发布时间：2019-03-04 09:08
【摘要】：量词丰富是学界公认汉语语法特点之一，韩语中也有不少量词。随着中国综合国力增强，中韩两国的领域的交往越来越多。在汉语学习过程中，量词是韩国汉语学习者较难掌握的语法点之一。 尽管韩语中有很多词汇是从汉语借用过来的，这在一定程度上有助于形成正迁移，减轻了学习者的负担。与此同时，因为两种语言的量词用法同中有异，给汉语学习者也带来负迁移，甚至是学习和使用中的困惑。 本文针对韩国初中级汉语学习者量词学习过程经常出现的偏误现象，，探讨偏误成因并进一步设计有效的教学方案。 第一章是本文的绪论，介绍本文的研究目的、对象、研究范围和方法，研究的现状基地以及汉语相关研究现状。本文以韩国汉语初中级学习者为研究对象，通过测试卷和学生作文分析去韩国汉语学习者的量词偏误情况和教学对策。 第二章简单论述汉语和韩语中量词的来源和语法特征。这两种语言不同的语系，所以语法上有很大差异。但这两种语言的量词功能相似。比如，汉语构成“数+量+名”的结构；韩语则“数+量+名”，“名+数+量”这两种结构都存在。这种同中有异对韩国汉语学习者带来困惑。 第三章从HSK作文模拟题考察韩国初中级汉语学习者自发性表达中量词使用情况，同时以《大纲》、《现代汉语词汇频率词典》为参照，笔者进行测试并对结果进行分析。 第四章分析韩国初中级汉语学习者量词偏误的成因，提出偏误产生的原因可以归结为学习者本身和教学实施等方面，在此基础上提出有针对性的教学策略。 第五章是结语，总结全文并指出研究中的不足和今后努力的方向。
[Abstract]:Abundant quantifiers are recognized as one of the grammatical characteristics of Chinese, and there are also many classifiers in Korean. With the strengthening of China's comprehensive national strength, the exchanges between China and South Korea in the field are more and more. In the process of Chinese learning, quantifier is one of the difficult grammar points for Korean Chinese learners. Although many Korean words are borrowed from Chinese, this helps to form positive transfer and lighten the burden of learners. At the same time, because the use of quantifiers is different between the two languages, it also brings negative transfer to Chinese learners, even puzzles in learning and using. This paper discusses the causes of errors in the process of quantifier learning by Korean middle and junior Chinese learners, and further designs an effective teaching scheme. The first chapter is the introduction of this paper, which introduces the purpose, object, scope and method of the research, the base of the research and the related research status of Chinese. In this paper, Korean Chinese learners are taken as the object of study. Through the analysis of test papers and students' compositions, the errors in quantifiers and teaching strategies of Korean Chinese learners are analyzed. The second chapter briefly discusses the origin and grammatical features of quantifiers in Chinese and Korean. The two languages have different families, so there are great differences in grammar. But the functions of quantifiers in these two languages are similar. For example, Chinese forms the structure of "numeral name", while Korean "Numeric name" and "Noun quantity" both exist. This kind of similarities and differences brings confusion to Korean Chinese learners. The third chapter investigates the use of Chinese learners' spontaneous expression of measure words from the HSK composition simulation questions. At the same time, the author takes outline and Modern Chinese Vocabulary Frequency Dictionary as the reference, and analyzes the results. The fourth chapter analyzes the causes of errors in measure words of Chinese learners in primary and middle stages of Korea, and points out that the causes of errors can be attributed to the learners themselves and the implementation of teaching. On this basis, the author puts forward some specific teaching strategies. The fifth chapter is the conclusion, summarizes the full text and points out the deficiency in the research and the direction of future efforts.
【学位授予单位】：上海师范大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H195
本文编号：2434134
[Abstract]:Abundant quantifiers are recognized as one of the grammatical characteristics of Chinese, and there are also many classifiers in Korean. With the strengthening of China's comprehensive national strength, the exchanges between China and South Korea in the field are more and more. In the process of Chinese learning, quantifier is one of the difficult grammar points for Korean Chinese learners. Although many Korean words are borrowed from Chinese, this helps to form positive transfer and lighten the burden of learners. At the same time, because the use of quantifiers is different between the two languages, it also brings negative transfer to Chinese learners, even puzzles in learning and using. This paper discusses the causes of errors in the process of quantifier learning by Korean middle and junior Chinese learners, and further designs an effective teaching scheme. The first chapter is the introduction of this paper, which introduces the purpose, object, scope and method of the research, the base of the research and the related research status of Chinese. In this paper, Korean Chinese learners are taken as the object of study. Through the analysis of test papers and students' compositions, the errors in quantifiers and teaching strategies of Korean Chinese learners are analyzed. The second chapter briefly discusses the origin and grammatical features of quantifiers in Chinese and Korean. The two languages have different families, so there are great differences in grammar. But the functions of quantifiers in these two languages are similar. For example, Chinese forms the structure of "numeral name", while Korean "Numeric name" and "Noun quantity" both exist. This kind of similarities and differences brings confusion to Korean Chinese learners. The third chapter investigates the use of Chinese learners' spontaneous expression of measure words from the HSK composition simulation questions. At the same time, the author takes outline and Modern Chinese Vocabulary Frequency Dictionary as the reference, and analyzes the results. The fourth chapter analyzes the causes of errors in measure words of Chinese learners in primary and middle stages of Korea, and points out that the causes of errors can be attributed to the learners themselves and the implementation of teaching. On this basis, the author puts forward some specific teaching strategies. The fifth chapter is the conclusion, summarizes the full text and points out the deficiency in the research and the direction of future efforts.
【学位授予单位】：上海师范大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H195
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本文编号：2434134
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