中级阶段韩国学生同素双音同义动词偏误分析

发布时间：2018-05-06 07:51

本文选题：中级阶段 + 韩国学生　；参考：《湖南师范大学》2013年硕士论文

【摘要】：汉语学习可以分为以下三个阶段：初级阶段、中级阶段和高级阶段。其中,中级阶段发挥着承上启下的桥梁作用。在汉语学习的中级阶段,词汇学习至关重要。一直以来,同义动词的学习都是对外汉语词汇教学的重点和难点。而同义动词中,又以同素双音同义动词显得尤为重要。本文主要针对以下三点进行研究：第一、以韩国学生为特定研究对象,二、以中级阶段为特定研究范围,三、集中分析同素双音同义动词。本文以HSK动态作文语料库为基础,对中级阶段韩国留学生使用同素双音同义动词情况进行考察,分析韩国学生使用同素双音同义动词的偏误,并对偏误的类型、原因和规律进行归纳和总结。本文共分为四个部分：第一部分为绪论,主要介绍本文的选题依据、研究目的和意义、研究方法和基础,概括同素双音同义动词的研究现状,并对同素双音同义动词这个概念进行阐释。第二部分为偏误类型统计与分析部分,基于HSK动态作文语料库,对中级阶段韩国留学生使用同素双音同义动词的偏误情况进行统计,并分析总结偏误类型；第三部分为偏误原因分析部分,对偏误语料进行针对性分析,总结归纳产生偏误原因。第四部分为教学对策部分,利用前文偏误分析的成果,对韩国学生易混淆的同素双音同义动词提出教学建议,以供教学参考。
[Abstract]:Chinese learning can be divided into the following three stages: primary stage, intermediate stage and advanced stage. Among them, the intermediate stage plays a bridging role. In the intermediate stage of Chinese learning, vocabulary learning is very important. The study of synonymous verbs has always been the focus and difficulty of vocabulary teaching in TCFL. Among the synonymous verbs, the synonyms of synonyms and synonyms are particularly important. This paper focuses on the following three aspects: first, taking Korean students as the specific object of study; second, taking the intermediate stage as the specific scope of study; third, focusing on the analysis of synonyms and synonyms. Based on the HSK dynamic composition corpus, this paper investigates the use of synonyms and synonyms by Korean students in intermediate stage, and analyzes the errors and types of errors in Korean students' use of synonyms and synonyms. The reasons and laws are summarized and summarized. This paper is divided into four parts: the first part is the introduction, which mainly introduces the basis of the topic, the purpose and significance of the research, the research methods and the basis, and summarizes the current research situation of synonyms and synonyms. At the same time, the concept of synonym verb is explained. The second part is the statistics and analysis of the error types. Based on the HSK dynamic composition corpus, the author makes a statistical analysis of the errors in the use of synonyms and synonyms by Korean students in the intermediate stage, and analyzes and summarizes the types of errors. The third part is the error cause analysis part. The fourth part is the teaching countermeasure part, which makes use of the results of the previous error analysis, and puts forward some teaching suggestions for the Korean students' confusing synonyms of isomorphism and double syllable verbs for the reference of teaching.
【学位授予单位】：湖南师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195

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