中高级阶段韩国学生习得“到”“完”“好”“成”结果补语偏误分析
发布时间：2019-04-18 22:08
【摘要】：结果补语是汉语表达中最常用的句法成分之一，也是对外汉语教学中的重点和难点之一。因为其本身具有独特性和复杂性的特点，留学生在习得时很容易产生偏误。本文通过北京语言大学HSK动态作文语料库，对中高级阶段韩国学生使用“到”、“完”、“好”、“成”四种结果补语的情况进行了考察，分析了韩国学生使用这四种结果补语的偏误，并对偏误类型、偏误成因及其规律进行了归纳总结，最后提出一些教学建议。 本文共分为七个部分：第一部分是绪论，阐述本文的选题意义和价值，从结果补语的本体和偏误两个方面对前人的研究成果进行总结，并介绍了本文所涉及的研究理论和方法，对本文选取的语料来源进行了说明。 第一章主要对语料库中搜索到的偏误进行了分类统计和数据分析，整体概括了中高级阶段韩国学生“到”、“完”、“好”、“成”四种结果补语的偏误情况，同时还简单介绍了中介语理论和偏误分析理论。 第二章分析“到”的偏误，分为遗漏、冗余、误代、错序四种类型，其中多用“到”的偏误率最高，其原因主要是目的语泛化，教材编排与使用不合理，建议教学首先采用语素教学法，然后针对抽象意义的“到”进行循环递进式的教学； 第三章分析“完”的偏误，分为遗漏、冗余、误代、错序四种类型，其中缺少“完”的偏误率最高，其原因主要是母语负迁移，回避策略影响，建议在教学过程中首先引导帮助韩国学生建立有关“完”的新概念，加强与韩语的对比，还要培养他们的汉语思维习惯； 第四章分析“好”的偏误，，分为遗漏、冗余、误代、错序四种类型，其中“好”与“完”的混用偏误率最高，其原因主要是教师课堂语言运用、教学方法选择，生活环境中不规范汉语的影响，建议采用实体演示等直观化的教学方法，并根据其口语化的特点对学生进行语感训练，培养语感能力； 第五章分析“成”的偏误，分为遗漏、冗余、误代三种类型，其中“成”的错误搭配偏误率最高，其主要原因是自身语义的抽象性，教学过程中的忽略，建议课堂讲解过程中多举例，让学生在具体例子中加深理解，并结合练习题进一步巩固 最后是结论部分，总结了研究结果，说明文章的创新之处及不足之处。
[Abstract]:Results complement is one of the most commonly used syntactic components in Chinese expression, and it is also one of the key and difficult points in teaching Chinese as a foreign language. Because of its uniqueness and complexity, it is easy for foreign students to make errors in their acquisition. Based on the HSK dynamic composition corpus of Beijing language University, this paper investigates the use of "to", "finish", "good" and "Cheng" by Korean students in middle and senior stages. This paper analyzes on the errors of Korean students using these four result complements, summarizes the types, causes and rules of errors, and finally puts forward some teaching suggestions. This paper is divided into seven parts: the first part is the introduction, expounding the significance and value of this paper, summarizing the former research results from the ontology and error of the result complement, and introducing the research theories and methods involved in this paper. The source of the corpus selected in this paper is explained. In the first chapter, the author makes a classification, statistics and data analysis of the errors found in the corpus, and generalizes the errors of Korean students in the middle and senior stages of "to", "finish", "good" and "Cheng". At the same time, the interlanguage theory and error analysis theory are also introduced briefly. The second chapter analyzes the error of "to", which is divided into four types: omission, redundancy, error generation and error order. Among them, the error rate of using "to" is the highest, the main reason is the generalization of the target, the unreasonable arrangement and use of the teaching material. It is suggested that the method of morpheme teaching should be adopted first, and then the teaching of "to" with abstract meaning should be carried out in a circular and progressive way. The third chapter analyzes the error of "finish", which is divided into four types: omission, redundancy, error generation and error order. The error rate of lack of "finish" is the highest, which is mainly due to the negative transfer of mother tongue and the influence of avoidance strategy. It is suggested that in the process of teaching, we should help Korean students to establish a new concept of "finish", strengthen the comparison with Korean, and cultivate their Chinese thinking habits. The fourth chapter analyzes the error of "good", which is divided into four types: omission, redundancy, error generation and wrong order. Among them, the error rate of "good" and "end" is the highest, which is mainly due to the use of classroom language by teachers and the choice of teaching methods. The influence of non-standard Chinese in the living environment is not standardized, so it is suggested to adopt the direct teaching methods such as entity demonstration, and to train the students' sense of language according to the characteristics of their colloquial language. The fifth chapter analyzes the error of "Cheng", which is divided into three types: omission, redundancy and missubstitution, among which the error collocation error rate of "Cheng" is the highest, which is mainly due to the abstractness of its own semantics and neglect in the process of teaching. It is suggested that more examples should be given in the course of teaching, so that students can understand better in concrete examples, and further consolidate the final part of the exercise, summarize the research results, and explain the innovation and shortcomings of the article.
【学位授予单位】：辽宁师范大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H195
[Abstract]:Results complement is one of the most commonly used syntactic components in Chinese expression, and it is also one of the key and difficult points in teaching Chinese as a foreign language. Because of its uniqueness and complexity, it is easy for foreign students to make errors in their acquisition. Based on the HSK dynamic composition corpus of Beijing language University, this paper investigates the use of "to", "finish", "good" and "Cheng" by Korean students in middle and senior stages. This paper analyzes on the errors of Korean students using these four result complements, summarizes the types, causes and rules of errors, and finally puts forward some teaching suggestions. This paper is divided into seven parts: the first part is the introduction, expounding the significance and value of this paper, summarizing the former research results from the ontology and error of the result complement, and introducing the research theories and methods involved in this paper. The source of the corpus selected in this paper is explained. In the first chapter, the author makes a classification, statistics and data analysis of the errors found in the corpus, and generalizes the errors of Korean students in the middle and senior stages of "to", "finish", "good" and "Cheng". At the same time, the interlanguage theory and error analysis theory are also introduced briefly. The second chapter analyzes the error of "to", which is divided into four types: omission, redundancy, error generation and error order. Among them, the error rate of using "to" is the highest, the main reason is the generalization of the target, the unreasonable arrangement and use of the teaching material. It is suggested that the method of morpheme teaching should be adopted first, and then the teaching of "to" with abstract meaning should be carried out in a circular and progressive way. The third chapter analyzes the error of "finish", which is divided into four types: omission, redundancy, error generation and error order. The error rate of lack of "finish" is the highest, which is mainly due to the negative transfer of mother tongue and the influence of avoidance strategy. It is suggested that in the process of teaching, we should help Korean students to establish a new concept of "finish", strengthen the comparison with Korean, and cultivate their Chinese thinking habits. The fourth chapter analyzes the error of "good", which is divided into four types: omission, redundancy, error generation and wrong order. Among them, the error rate of "good" and "end" is the highest, which is mainly due to the use of classroom language by teachers and the choice of teaching methods. The influence of non-standard Chinese in the living environment is not standardized, so it is suggested to adopt the direct teaching methods such as entity demonstration, and to train the students' sense of language according to the characteristics of their colloquial language. The fifth chapter analyzes the error of "Cheng", which is divided into three types: omission, redundancy and missubstitution, among which the error collocation error rate of "Cheng" is the highest, which is mainly due to the abstractness of its own semantics and neglect in the process of teaching. It is suggested that more examples should be given in the course of teaching, so that students can understand better in concrete examples, and further consolidate the final part of the exercise, summarize the research results, and explain the innovation and shortcomings of the article.
【学位授予单位】：辽宁师范大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H195
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