汉韩“是”字句语法偏误对比研究

发布时间：2018-03-07 00:16

本文选题：“是”字句　切入点：语法偏误　出处：《鲁东大学》2013年硕士论文　论文类型：学位论文

【摘要】：随着中国在世界上的地位逐渐的上升，汉语也成为比较热门的语言，学习汉语的人数逐年增加，从而使对外汉语教学受到人们的重视。韩国作为一个与中国经济贸易来往频繁的国家，其学汉语的人数居亚洲首位。因此，对韩汉语教学的研究也备受关注。汉语句型繁多，其中，“是”字句是最先学习，也是最为常见的句型之一。“是”字句由于其使用的频率较高，出现了不少偏误现象。这些偏误现象不仅出现在韩语为母语的使用者语法偏误语料中，也存在于汉语为母语的使用者语法偏误语料中。因此，本文将汉语为母语的使用者“是”字句语法偏误和韩语为母语的使用者“是”字句语法偏误进行对比研究。本文主要有五个部分构成，分别是：绪论、“是”字句语法偏误分析、汉韩语法偏误共性与差异分析、汉韩“是”字句语法偏误对比研究的启示和总结。绪论部分分别综述了“是”字句的本体研究状况，“是”字句偏误研究状况以及本文所使用的研究方法。第二部分通过汉韩“是”字句语法偏误对比分析，归纳了汉语为母语的使用者“是”字句语法偏误的9种类型和韩语为母语的使用者“是”字句语法的7种类型，并分别分析了这些偏误产生的原因。汉语为母语的使用者“是”字句语法偏误产生的原因一共有五个：副词“是”的干扰，主语、宾语省略规则的忽略，词义、词语搭配的不理解，口语和书面语界限不清以及粗心大意。韩语为母语的使用者“是”字句语法偏误产生的原因有两个方面，习得者自身的原因和教学因素的影响，前者笔者作出详细的分析，即“是”字句句型知识不足、母语的负迁移、理解错误、规则的不完整应用、忽略同限现象以及过度泛化。接下来，针对汉语为母语的使用者和韩语为母语的使用者的语法偏误共性和差异，作出一定的分析，也分析了两者的偏误分布对比。笔者认为，汉语为母语的使用者“是”字句语法偏误和韩语为母语的使用者的语法偏误两者存在差异和共同点都是必然的。存在不同点是由于两者的发出者汉语习得顺序不同，前者是以汉语为第一语言，后者是以汉语为第二语言。存在相同点是因为目的语都是汉语，任何语法偏误都脱离不了最根本的语法问题。就两者的偏误分布情况看，后者偏误情况更严重，其教学力度和研究力度都应加大。最后，，较详细的说明了汉韩“是”字句语法对比研究的一些启示，对比研究对“是”字句语法本体研究深细化，引入了语义教学，改善句型教学与教学策略以对韩汉语教材的思考。
[Abstract]:As China's status in the world has gradually risen, Chinese has become a more popular language, and the number of people learning Chinese has increased year by year. South Korea, as a country with frequent economic and trade ties with China, has the largest number of Chinese learners in Asia. Therefore, the study of Korean Chinese teaching has attracted much attention. "Yes" is one of the first and most common sentence patterns to learn. There are many errors. These errors appear not only in the grammatical errors of the native speakers of Korean, but also in the grammatical errors of the native speakers of Chinese. This paper makes a contrastive study on the grammatical errors between the Chinese native speakers and the Korean native speakers. There are five parts in this paper: introduction, grammatical error analysis of "is" sentence, common character and difference analysis of Chinese and Korean errors. The introduction part summarizes the research situation of "you" sentence's grammatical errors and the research methods used in this paper. The introduction part summarizes the research situation of "you" sentence's grammatical errors and the research methods used in this paper. A contrastive analysis of grammatical errors in Chinese and Korean "Shi" sentences, This paper sums up 9 types of grammatical errors of Chinese native speakers and 7 types of Korean native speakers' grammatical errors. The causes of these errors are analyzed respectively. There are five reasons for the grammatical errors of the Chinese native speakers, namely, the interference of the adverb "yes", the subject, the omission of the rules of object ellipsis, and the meaning of the word. Discomprehension of collocation, unclear boundaries between spoken and written language, and carelessness. There are two reasons for the grammatical errors of Korean native speakers, namely, the learner's own reasons and the teaching factors. The former author makes a detailed analysis, that is, the lack of knowledge about the sentence pattern of "is", the negative transfer of mother tongue, the understanding error, the incomplete application of rules, the neglect of the phenomenon of the same limit and the overgeneralization. Aiming at the generality and difference of grammatical errors between native Chinese and Korean native speakers, the author makes a certain analysis and analyzes the distribution of errors. It is inevitable that there are differences and common points between the grammatical errors of the Chinese native language users and the Korean native speakers' grammatical errors. The difference is due to the different order of the two speakers' Chinese acquisition. The former is based on Chinese as the first language, and the latter on Chinese as the second language. There are similarities because the target language is Chinese, and any grammatical errors cannot be separated from the most fundamental grammatical problems. As far as the distribution of errors between the two is concerned, The latter error is more serious, its teaching intensity and research intensity should be increased. Finally, it explains in more detail some enlightenments from the contrastive study of the grammar of the "is" sentence in China and Korea, and the contrastive study on the grammatical Noumenon of the "is" sentence. Semantic teaching is introduced to improve sentence pattern teaching and teaching strategies to reflect on Korean Chinese teaching materials.
【学位授予单位】：鲁东大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195

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