韩国大学生初级阶段汉字习得偏误分析及教学对策研究

发布时间：2018-06-02 00:21

本文选题：汉字 + 韩国学生　；参考：《山东师范大学》2013年硕士论文

【摘要】：汉字作为记录汉语的文字符号是汉语独特的特征之一，尤其是汉字作为汉语词汇的构成部分更是学习汉语词汇的基础，因为要想学好汉语，首先最重要的就是要学好汉字。汉字教学伴随对外汉语教学产生，自古已有之，但是相关的文献记载甚少，一方面是由于教学者对汉字教学重视程度不够，另一方面也是因为在对外汉语教学过程中，“词本位”长期占据统治地位，人们错误地认为应该把汉字教学归入词汇教学之中。九十年代以后，汉字教学才逐渐受到重视，关于汉字教学的研究也逐渐增多。伴随着中韩两国之间交流的进一步加深，在学习汉语方面，韩国学生越来越成为一个不可忽视的群体，韩国是属于汉字文化圈的国家，在学习汉字的时候有一定的优势，但是在另一方面也会对学生汉字习得产生一些负面的影响。此外，由于韩国大学的中文系对学生的汉字教学和学习研究并不是很深入，所以导致学生汉字基础知识不是很扎实，在写汉字的时候经常出现写错汉字的情况。本文第一章总结了前人关于汉字偏误及教学方面的研究及成果。旨在分析前人关于汉字研究的成果以及存在的不足和问题。第二章重点通过制定调查问卷及发放试卷的方式分析韩国学生学习汉语时产生的偏误及其产生偏误的原因。本章内容通过对样本进行分析，将导致出现初级汉语学习者汉字书写偏误分为字形相近导致的偏误、字音相近或相似导致的偏误两大类，另有一些无法解释其原因的错误，作者将其归因于为初学者对汉字笔画不熟悉和自身的书写习惯，其中字形相近导致的偏误比例较高。本章内容主要偏重于在字形相近导致的偏误（部件的改换、部件的增加和减损、部件的变形与变位）、字音相近或相似导致的偏误等方面进行偏误分析和偏误纠正中的重要作用的分析。第三章重点是在第二章的基础上制定合理有效的教学对策和教学方法，希望能对学习汉语的韩国学生起到一定的帮助作用。韩国地处汉字文化圈中，韩国汉语学习者对汉字较为熟悉，不会产生所谓的情感焦虑。笔者通过调查发现，无论是零基础的公共选修课学生还是中文专业的学生，在被问及汉字学习的时候，，第一反应通常是汉字比较难，信心不足。“兴趣是最好的老师”，所以汉字教学的第一道关口还是激发学生的学习兴趣，增强学生学习汉字的信心。在增强信心的基础上通过有效的教学方法进行合理的教学安排。在孔子学院和各种非专业非学历汉语教育迅速发展的大背景下，作者认为做好这方面的研究对汉语的国际推广有积极的意义。
[Abstract]:Chinese character is one of the unique features of Chinese language, especially Chinese characters as a part of Chinese vocabulary is the basis of learning Chinese vocabulary, because in order to learn Chinese well, the most important thing is to learn Chinese characters well. Chinese character teaching comes into being with the teaching of Chinese as a foreign language, which has existed since ancient times, but the relevant documents are very few. On the one hand, the Chinese character teaching is not paid enough attention to by the teachers, on the other hand, it is also because in the process of teaching Chinese as a foreign language, Word-based teaching has been dominant for a long time and people mistakenly believe that Chinese character teaching should be included in vocabulary teaching. Since 1990's, Chinese character teaching has been paid more and more attention. With the further deepening of exchanges between China and South Korea, Korean students have increasingly become a group that can not be ignored in learning Chinese. South Korea is a country belonging to the cultural circle of Chinese characters, and it has certain advantages in learning Chinese characters. However, on the other hand, it will have some negative effects on the acquisition of Chinese characters. In addition, because the Chinese department of Korean University is not very thorough in the teaching and study of Chinese characters, the basic knowledge of Chinese characters is not very solid, and the situation of writing wrong Chinese characters often occurs when writing Chinese characters. The first chapter summarizes the previous researches and achievements on Chinese character bias and teaching. The purpose is to analyze the achievements, shortcomings and problems of previous researches on Chinese characters. The second chapter analyzes the errors and causes of Korean students' errors in learning Chinese by making questionnaires and issuing test papers. Through the analysis of the sample, the primary Chinese learners' Chinese character writing errors can be divided into two categories: the errors caused by the similar characters, the errors caused by the similar characters and sounds, and the errors which can not explain the reasons for the errors. The author ascribes it to beginners' unfamiliar with Chinese characters and their own writing habits, in which the ratio of errors caused by the similarity of font shape is relatively high. This chapter focuses on errors caused by similar font shapes (replacement of components, addition and loss of components, etc.) The deformation and displacement of components, the errors caused by similar or similar characters and sounds are analyzed and the important role of error correction is analyzed. The third chapter focuses on formulating reasonable and effective teaching strategies and teaching methods on the basis of the second chapter, hoping to help Korean students to learn Chinese. Korean Chinese learners are familiar with Chinese characters and do not have the so-called emotional anxiety. The author finds that the first reaction is that Chinese characters are difficult and lack of confidence when asked whether they are public elective students with zero basis or students majoring in Chinese characters. "interest is the best teacher", so the first key to Chinese character teaching is to stimulate students' interest in learning Chinese characters and enhance their confidence in learning Chinese characters. On the basis of enhancing confidence, reasonable teaching arrangements are made through effective teaching methods. Against the background of the rapid development of Confucius Institute and non-academic Chinese education, the author thinks that doing well in this field is of positive significance to the international promotion of Chinese.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195.3

【参考文献】