中高级韩国留学生极限性程度补语偏误分析

发布时间：2018-03-14 06:22

本文选题：韩国学生　切入点：极限性程度补语　出处：《南京大学》2013年硕士论文　论文类型：学位论文

【摘要】：极限性程度补语是汉语补语系统中比较特殊的一类,使用于某些谓词性成分(主要是性质形容词和心理动词)之后作补语,构成的述补结构一般比较短小,语气强烈,表示某种性质或状态达到了相当高的程度,是一个表义丰富的句式。在汉语教学中,尤其是口语教学,由于其形式简单,易于被学生接受,但是由于极限性程度补语的使用规则较多,因此在使用中也很容易出现偏误。本文以中高级韩国留学生学习极限性程度补语的情况为研究对象,通过汉语和韩语的对比分析、语料分析、问卷调查、数据分析等方式对学生的偏误规律和偏误原因进行了探讨,并提出了课堂教学和学生学习的建议。极限性程度补语的成员很多,本文根据《高等学校外国留学生汉语长期进修教学大纲》的语法项目及南京大学对外汉语教学使用的口语教材把“极”、“透”、“死”、“坏”、“要命”、“要死”、“不得了”、“不行”、“很”“慌”和“够呛”这11个极限性程度补语作为研究对象。首先分析了极限性程度补语的韩语翻译,并进行了归纳总结,从句法结构、语义、语用等方面归纳了汉语极限性述程式与韩语极限程度表达方式的异同。本文采用搜集语料库中极限性程度补语用例和问卷调查两种方式进行偏误分析。语料库语料来源于《HSK动态作文语料库》和《暨南大学华文学院中介语-语料库》这两个在线语料库收录的中高级韩国学生的作文。问卷调查对象为南京大学中下班和高上班的韩国留学生。综合这两个方面的分析表明,学生对极限性程度补语的使用集中在“很”、“不得了”、“极”、“要命”和“死”这五个补语上,除了“极”以外,粘合式极限性程度补语的偏误率普遍高于组合式极限性程度补语。对所有偏误语料进行归类,偏误类型有遗漏、误加、误代、错序和杂糅五类,其中误代偏误占比最大,其次是误加偏误和误代偏误,错序偏误和杂糅偏误占比最小。对偏误语料的进一步分析发现,学生出现的遗漏、错序和杂糅偏误主要是对极限性述程式的结构本身掌握得不好的结果。误代、误加偏误出现较多说明学生对极限性述程式中各部分的组成规则掌握得不太好,经常会出现在一般行为动词后直接使用极限性程度补语的情况,和结构类似的表示比较的述程式也有较多混淆,“极”、“很”和“多”之间的误代情况也较多。综合来看,所有偏误产生的原因有以下几方面：极限性程度补语本身的学习难度、韩语中极限性程度表达方式的影响、已学汉语知识的影响和教学教材的不足等。最后,从课堂教学和学生学习这两个角度对极限性程度补语的学习提出了几点建议。
[Abstract]:Limit degree complement is a special kind in Chinese complement system. It is used as complement after some predicate elements (mainly nature adjectives and psychological verbs). In Chinese teaching, especially in spoken language teaching, because of its simple form, it is easy to be accepted by students. However, because there are many rules for the use of limit degree complement, it is easy to make errors in the use. This paper takes the learning of limit degree complement for middle and advanced Korean students as the object of study, through the comparative analysis of Chinese and Korean. Through corpus analysis, questionnaire survey and data analysis, this paper probes into the rules and causes of students' errors, and puts forward some suggestions for classroom teaching and students' study. According to the grammar items of the syllabus for Foreign students studying Chinese in Colleges and Universities and the spoken language teaching materials used in teaching Chinese as a Foreign language at Nanjing University, this paper puts forward the words "pole", "thorough", "death", "bad", "desperate", "dying", "terrible" and "no". "," "panic" and "enough" as the object of study. First of all, the Korean translation of extreme degree complement is analyzed. And summarized, from the syntactic structure, semantic, This paper sums up the similarities and differences between the Chinese limit description program and the Korean limit degree expression. This paper analyzes the errors by collecting the limited degree complement in the corpus and the questionnaire survey. The data were collected from HSK dynamic composition Corpus and Interlanguage Corpus of Jinan University. The subjects of the questionnaire were middle school and high school at Nanjing University. A comprehensive analysis of these two aspects shows that. Students' use of extreme degree complement is concentrated on "very", "extremely", "extremely", "death" and "death", with the exception of "pole". The error rate of adhesive limit degree complement is generally higher than that of combined limit degree complement. Secondly, the proportion of error-adding error and error-error-error is the least. Further analysis of the error corpus shows that the students' omissions occur. The misordering and hybrid errors are mainly the result of poor understanding of the structure of the limit program itself. The misreading and adding errors often indicate that the students do not have a good grasp of the composition rules of the parts of the limit statement program. There are often cases in which the limit degree complement is used directly after the general action verb, and there is more confusion with the similar structure of the statement, and there are more misrepresentations between "pole", "very" and "many". The reasons for all errors are as follows: the learning difficulty of limit degree complement itself, the influence of extreme degree expression in Korean, the influence of learning Chinese knowledge and the shortage of teaching material, etc. This paper puts forward some suggestions on the learning of extreme degree complement from the perspectives of classroom teaching and student learning.
【学位授予单位】：南京大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195

【相似文献】