韩国学生汉语写作语序偏误研究
本文选题:韩语 + 语序偏误 ; 参考:《湖南师范大学》2013年硕士论文
【摘要】:高级汉语水平的留学生是指接受过3000学时和3000学时以上的现代汉语正规教育的学习者(包括具有同等学历者)。从理论上说,他们应该已经掌握了汉语语法的基本知识和常用句式,并且在听说读写四个方面都受过专门的训练,应该能够正确的应用汉语进行社会交际和书面表达,然而在实际中,他们在书面表达时却常常会采用回避和替代措施来避免错误,但这样做的结果往往就会导致用词不当,语序混乱,句子不完整等错误的出现。据“HSK动态作文语料库”统计,错序句在其中占了相当高的比例。这应该引起我们的重视。 韩国是我国的友好邻国,随着我国经济的发展,学习汉语的韩国人也越来越多。他们主要学习的就是汉语和中国文化。他们在学习汉语的过程中既有优势也有劣势。韩语的词汇可以分为固有词和借词,其中借词大部分来源于中国,我们通常称之为汉字词,它是以汉字为基础构成而读音是韩语读音的汉源韩字,这部分词很多,在现代韩语中比例很大,约为70%左右。因此他们在学习汉字的时候会感觉比较容易一些。但是他们在学习汉语的语法时会遇到很大的瓶颈。在语序方面,汉语的一般语序是“主谓宾”,而韩语的语序是“主宾谓”;汉语是孤立语,没有明显的形态变化,而韩语是粘着语,有大量的助词来辅助表示动作的变化;汉语中用在句尾的是宾语,而韩语用在句尾的是谓语动词加助词的各种变化。因为汉语和韩语在语序表达上有很大的区别,所以韩国学生在学习汉语时很容易受母语的负迁移出现语序偏误。当然,他们在书面表达时出现的语序偏误除了受其母语负迁移的影响外,也与后续的学习不深入和教师的教学方法不当有关系。对外汉语教师在教学工作中应该结合学生母语的实际情况进行对比教学来解决学生的瓶颈问题。 本文以现代汉语语序研究、韩语语序和韩汉语序对比研究已有的研究成果为基础,对“留学生高等作文语料库”中韩国学生作文中出现的语序偏误进行了比较系统的归纳和分析。 论文引言部分首先介绍了选题的背景与意义,然后,从汉语语序研究、韩语语序研究和韩汉语序对比研究与偏误研究三个方面对语序问题进行了文献综述。再次,提出了研究设计的范围和方法,并对语料来源等做了相关说明。第二章主要根据语料库提供的语料对偏误类型进行了统计分类,主要可分为:与主语有关的语序偏误、与谓语有关的语序偏误、与宾语有关的语序偏误、与补语有关的语序偏误、与定语有关的语序偏误、与状语有关的语序偏误、与虚词有关的语序偏误,第三章从与主语有关的语序偏误研究、与谓语有关的语序偏误研究、与宾语有关的语序偏误研究、与补语有关的语序偏误研究、与定语有关的语序偏误研究、与状语有关的语序偏误研究、与虚词有关的语序偏误研究这些方面全面考察了语料,对韩国学生汉语写作中的语序偏误进行了统计、分析。第四章针对韩国学生汉语写作中的语序偏误,分析了产生语序偏误的原因并提出了一些关于对韩汉语语序教学策略。最后,概括研究结论,总结本研究中不足的地方。 本文选取的970篇语料都是学生考场应试作文,基本能够真实反映学习者的写作水平,语料反映出来的问题更真实全面。本文提出的教学建议对对外汉语教学具有一定的参考意义。
[Abstract]:Students with advanced Chinese proficiency refer to learners who have received formal education in modern Chinese (including those with equal qualifications) over 3000 hours and above 3000 hours. In theory, they should have mastered the basic knowledge and common sentence patterns of Chinese grammar, and have been trained in four aspects of listening, speaking, reading and writing, and should be able to do so. The correct application of Chinese for social communication and written expression, however, in practice, they often use avoidance and alternative measures to avoid mistakes in written expression, but the results often lead to mistakes in words, word order disorder, and incomplete sentences. According to "HSK dynamic composition corpus" statistics, missequence Sentences account for a very high proportion. This should arouse our attention.
South Korea is a friendly neighbour of our country. With the development of our country's economy, more and more Korean students learn Chinese. They mainly learn Chinese and Chinese culture. They have both advantages and disadvantages in the process of learning Chinese. The vocabulary of Korean can be divided into inherent words and borrowings, most of which are derived from China. It is often called Chinese character words. It is a Han Yuan Korean character based on Chinese characters and pronunciation is the Han source of Korean pronunciation. There are a lot of words in the Korean language. It has a large proportion and about 70% in the modern Korean language. Therefore, they will feel easier when they are learning Chinese characters. But they will encounter a lot of bottlenecks in the study of Chinese language grammar. In the face, the general word order of Chinese is "subject predicate object", while the word order of Korean is "the subject object predicate"; the Chinese is the isolated language, there is no obvious morphological change, while the Korean is a sticky language, and there are a large number of auxiliary words to help express the change of the action; the Chinese language is used at the end of the sentence to be the object, while the Korean pragmatics at the end of the sentence is the predicate verb plus the various changes of auxiliary words and auxiliary words in the end of the sentence. Because Chinese and Korean are very different in word order expression, it is easy for Korean students to be mistaken in the negative transfer of their mother tongue when they are learning Chinese. Of course, the error of word order in their written expression is not only influenced by the negative transfer of their mother tongue, but also the lack of further study and the improper teaching methods of the teachers. The teaching of Chinese as a foreign language should combine the actual situation of students' mother tongue to solve the bottleneck problem of students.
This paper, based on the research results of the word order of modern Chinese, and the comparative study of Korean language order and Korean and Chinese order, makes a systematic induction and analysis of the error of word order in Korean students' composition in the higher composition corpus of foreign students.
The introduction part of the thesis first introduces the background and significance of the topic. Then, it summarizes the language order from three aspects: the study of Chinese word order, the study of Korean word order, the comparative study of Korean and Chinese order and the error study. Thirdly, the scope and methods of the research design are put forward, and the sources of the corpus are explained in the second chapter. According to the corpus provided by corpus, a statistical classification of error types is made, which can be divided into: the error of the word order related to the subject, the error of the word order related to the predicate, the error of the word order related to the object, the error of the word order related to the complement, the error of the word order related to the attribution, the error of the word order related to the adverbial, and the word order bias related to the function words. The third chapter is to study the error of the word order related to the subject, the study of the error of the word order related to the predicate, the study of the error of the word order related to the object, the study of the error of the word order related to the complement, the study of the error of the word order related to the attribution, the study of the error of the word order related to the adverbial, and the study of the error of the word order related to the function words. This paper makes a statistical analysis of the errors of word order in Korean students' Chinese writing. The fourth chapter analyzes the errors of the word order in the Chinese writing of Korean students, analyzes the reasons for the error of the word order and puts forward some strategies for the teaching of the word order of Korean and Chinese. Finally, the conclusion is summarized and the deficiencies in this study are summarized.
The 970 corpus selected in this paper are all the students' examination compositions, which can basically reflect the writing level of the learners, and the problems reflected by the corpus are more realistic and comprehensive. The suggestions put forward in this paper have some reference significance to the teaching of Chinese as a foreign language.
【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】:H195.3
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