对韩汉语能性结构教学研究

发布时间：2019-03-20 13:34

【摘要】：韩国跟中国一样属于东方文化圈,特别是在语言方面,都属于汉字文化圈,这给韩国的汉语学习者带来了很多便利,在汉字和词汇的学习中更是如此。然而,汉语和韩语毕竟是完全不同体系的两种语言,韩国语具有黏着语的特点,而汉语具有孤立语的特点,两者在语法方面很难找到共同点。因此对韩国的汉语学习者而言,汉语语法是学习的难点之一。为了达到较高的汉语水平,正确而系统的语法知识是必不可少的,因此必须探索有效的语法教学方法。本文关注韩国的汉语学习者学习汉语的能性结构时经常发生的偏误,研究其偏误产生的原因以及如何减少其偏误。本文的研主要内容如下：第一章介绍选题背景和意义,对汉语和韩语中能性结构的研究情况及相关理论进行简单地介绍。第二章,先对汉语和韩语个别能性结构进行界定,然后以“情态”为中心进行对比分析,通过对比分析找出两种语言在能性结构方面的共同点和不同点。第三章,通过问卷调查的形式,对韩国中高级阶段汉语学习者在习得汉语能性结构时出现的偏误进行调查、归类,并从认知语法的角度对出现这些偏误的原因进行研究分析。第四章是以期对对外汉语教学中关于能性结构的教学提供建议。第五章是结语部分,总结本文的主要观点,指出文中存在的不足及后续研究的空间。
[Abstract]:South Korea, like China, belongs to the oriental culture circle, especially in language, which brings many convenience to Korean Chinese learners, especially in the learning of Chinese characters and vocabulary. However, after all, Chinese and Korean are two languages with completely different systems. Korean has the characteristics of adhesive language, while Chinese has the characteristics of isolated language. It is difficult to find common ground in grammar between the two languages. Therefore, for Korean Chinese learners, Chinese grammar is one of the difficulties in learning. In order to achieve a higher level of Chinese, correct and systematic grammar knowledge is essential. Therefore, it is necessary to explore effective grammar teaching methods. This paper focuses on the errors that often occur when Korean Chinese learners learn the functional structure of Chinese, and studies the causes of such errors and how to reduce them. The main contents of this paper are as follows: in the first chapter, the background and significance of the topic selection are introduced, and the research situation and related theories of the Chinese and Korean middle-power structures are briefly introduced. In the second chapter, the author firstly defines the individual structure of Chinese and Korean, then makes a contrastive analysis based on "modality", and finds out the similarities and differences between the two languages in the aspect of functional structure through the contrastive analysis. In the third chapter, through the form of questionnaire, the author investigates and classifies the errors of Chinese learners in the middle and advanced stages of Korean language acquisition, and analyzes the causes of these errors from the perspective of cognitive grammar. The fourth chapter is to provide suggestions on the teaching of functional structure in the teaching of Chinese as a foreign language. The fifth chapter is the conclusion, summarizes the main points of this paper, points out the shortcomings in the paper and the space for follow-up research.
【学位授予单位】：山东大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195.3

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