韩国留学生汉语体标记习得与母语负迁移研究
发布时间：2019-04-08 14:25
【摘要】：随着韩国留学生的人数逐年增加，对韩国留学生中介语系统的研究也在不断增多。其中体标记研究一直是教学与研究的重点与难点。体标记偏误贯穿在整个学习过程,而且这些偏误反复、持久地出现在学习者的自然语料中。而偏误的原因主要是受韩国语时/体标记的负迁移造成。我们将对留学生的自然语料中受母语体标记迁移的句子进行分析，寻找母语迁移的根源，减少韩国留学生在体标记习得过程中母语负迁移带来的影响。 根据分析，韩国语背景的汉语学习者在习得汉语过程中出现的汉语体标记负迁移分布特征具有不平衡性。偏误主要集中在现实体“了”，其次是持续体“着”，而起始体“起来”和经历体“过”偏误较少，分布最少的是延续体“下来/下去”。韩国留学生体标记的偏误数量多，范围广，，且这些偏误具有僵化（Fos-silization）的特征。语言的迁移与语言的标记项及心理距离有关。在语言的标记项上韩国语的词尾属于无标记项，汉语则属于有标记项。韩国留学生在汉语习得过程中韩国语的无标记项对汉语有标记项产生了负迁移。在语言的心理距离上韩国语中有时/体标记，时概念要以时/体标记与时间词汇表达；汉语有体标记却无时标记，时概念要以词汇和句子中的其他成分共同表达。但是韩国留学生认为汉语的体标记也与韩语的时/体标记一样具有时的语法意义,是学习汉语的便利条件。因此韩国留学生把韩国语的时/体标记与汉语的体标记和时间概念词的差距淡化了。在产出的语言中经常可以看到把母语的时/体用法迁移到汉语的使用中，导致了偏误句。
[Abstract]:As the number of Korean students increases year by year, the research on interlanguage system among Korean students is increasing. Among them, the study of stereotype has always been the focus and difficulty of teaching and research. Stylistic marker bias runs through the whole learning process, and these errors appear repeatedly and persistently in the learners' natural corpus. The bias is mainly caused by the negative transfer of Korean time / aspect markers. We will analyze the sentences of native language stylistic transfer in the natural corpus of foreign students in order to find out the root causes of native language transfer and reduce the influence of negative transfer of mother tongue on the acquisition process of Chinese native language by Korean students in the process of stylistic acquisition. According to the analysis, the Chinese stylistic negative transfer distribution in the process of acquisition of Chinese by Chinese learners with Korean background is unbalanced. The errors are mainly concentrated on the present entity, the second is the persistent body, and the other is the beginning body and the calendar body, and the least distribution is the continuation body "down / down", while the initial body "gets up" and the scriptural body "is too" the error is less, the least distribution is the continuation body "down / down". The errors of body marks of Korean students are large in number and wide in scope, and these errors have the characteristics of Fos-silization. Language transfer is related to language markers and psychological distance. The endings of Korean words belong to the unmarked items and the Chinese ones belong to the marked items on the marker terms of the language. In the process of Chinese acquisition, Korean students' unmarked items of Korean language have negative transfer to Chinese marked items. In the psychological distance of the language, the concept of time should be expressed by time / aspect markers and time words, while in Chinese, the concept of time should be expressed in terms of vocabulary and other elements of the sentence, while in Chinese, the concept of time should be expressed in terms of words and other elements of the sentence. However, Korean students think that the aspect markers of Chinese have the same grammatical meaning as the time / aspect markers of Korean language, which is a convenient condition for learning Chinese. Therefore, Korean students play down the gap between Korean time / aspect marker and Chinese aspect marker and time concept word. The time / aspect usage of mother tongue can often be seen to be transferred to the use of Chinese in the produced language, which leads to errors in sentences.
【学位授予单位】：吉林大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195.3
本文编号：2454652
[Abstract]:As the number of Korean students increases year by year, the research on interlanguage system among Korean students is increasing. Among them, the study of stereotype has always been the focus and difficulty of teaching and research. Stylistic marker bias runs through the whole learning process, and these errors appear repeatedly and persistently in the learners' natural corpus. The bias is mainly caused by the negative transfer of Korean time / aspect markers. We will analyze the sentences of native language stylistic transfer in the natural corpus of foreign students in order to find out the root causes of native language transfer and reduce the influence of negative transfer of mother tongue on the acquisition process of Chinese native language by Korean students in the process of stylistic acquisition. According to the analysis, the Chinese stylistic negative transfer distribution in the process of acquisition of Chinese by Chinese learners with Korean background is unbalanced. The errors are mainly concentrated on the present entity, the second is the persistent body, and the other is the beginning body and the calendar body, and the least distribution is the continuation body "down / down", while the initial body "gets up" and the scriptural body "is too" the error is less, the least distribution is the continuation body "down / down". The errors of body marks of Korean students are large in number and wide in scope, and these errors have the characteristics of Fos-silization. Language transfer is related to language markers and psychological distance. The endings of Korean words belong to the unmarked items and the Chinese ones belong to the marked items on the marker terms of the language. In the process of Chinese acquisition, Korean students' unmarked items of Korean language have negative transfer to Chinese marked items. In the psychological distance of the language, the concept of time should be expressed by time / aspect markers and time words, while in Chinese, the concept of time should be expressed in terms of vocabulary and other elements of the sentence, while in Chinese, the concept of time should be expressed in terms of words and other elements of the sentence. However, Korean students think that the aspect markers of Chinese have the same grammatical meaning as the time / aspect markers of Korean language, which is a convenient condition for learning Chinese. Therefore, Korean students play down the gap between Korean time / aspect marker and Chinese aspect marker and time concept word. The time / aspect usage of mother tongue can often be seen to be transferred to the use of Chinese in the produced language, which leads to errors in sentences.
【学位授予单位】：吉林大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195.3
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