韩国学生习得汉语状语语序偏误分析

发布时间：2019-05-27 08:38

【摘要】：语序在现代汉语语法里占有极其重要的地位，，也是汉语作为第二语言学习的重点与难点之一。汉语是孤立语，与韩语相比，缺乏严格意义上的形态变化，主要依靠语序和虚词来表达语法关系和语法意义。韩语是粘着语，语序相对自由，因此，韩国学生在学习汉语时经常出现语序偏误。考察韩国学生语序的偏误用句，我们发现状语语序偏误所占比例很高。本文以吉林大学国际交流学院初、中级韩国学生的写作材料以及HSK动态作文语料库中韩国学生的错序句为研究对象，在汉语状语本体论和汉语作为第二语言的状语语序习得研究理论成果的基础上，结合韩国学生的实际情况，对收集到的大量语料进行深入细致的分析，总结了韩国学生习得汉语状语语序时常见的偏误类型，初步找到了部分偏误产生的原因。希望能为对外汉语教学提供一些参考，加强教学与学习的针对性，以提高对外汉语教学的水平和质量。根据汉、韩状语的构成成分及韩国学生出现状语语序偏误的实际情况，我们将韩国学生在习得汉语状语语序时的偏误分为副词做状语语序偏误、介词短语做状语语序偏误、能愿动词做状语语序偏误、数量短语做状语语序偏误、形容词做状语语序偏误、代词做状语语序偏误等六大类。又根据偏误形式的不同，将各类状语的语序偏误分为状语与主语、状语与谓语、状语与其他状语共现时的语序偏误。韩国学生状语语序偏误的原因很多，很大程度上是受母语负迁移的影响。另一方面，汉语状语构成成分复杂，各类状语所表示的语义关系复杂多变，多项状语的语序又具有很大的灵活性，韩国学生往往一时难以掌握数目繁多的目的语规则，从而出现状语语序偏误；另外，教师在教学过程中往往忽视语序教学的重要性也是偏误产生的重要原因。
[Abstract]:Word order plays an extremely important role in modern Chinese grammar, and it is also one of the key and difficult points in Chinese as a second language learning. Chinese is an isolated language, compared with Korean, there is a lack of strict morphological changes in the sense, mainly relying on word order and function words to express grammatical relations and grammatical meaning. Korean is an adhesive language and the word order is relatively free. Therefore, Korean students often have word order errors when learning Chinese. By investigating the misusage of Korean students' word order, we find that the proportion of adverbial word order errors is very high. This paper takes the writing materials of Korean students at the beginning and middle level of the School of International Communication of Jilin University and the misordered sentences of Korean students in HSK dynamic composition corpus as the research objects. On the basis of the theoretical results of the study of Chinese adverbial ontology and Chinese adverbial acquisition as a second language, combined with the actual situation of Korean students, this paper makes a thorough and detailed analysis of a large number of corpus collected. This paper summarizes the common types of errors in the acquisition of Chinese adverbial word order by Korean students, and preliminarily finds out the causes of some errors. It is hoped that it can provide some references for teaching Chinese as a foreign language and strengthen the pertinence of teaching and learning in order to improve the level and quality of teaching Chinese as a foreign language. According to the composition of Chinese and Korean adverbials and the actual situation of adverbial word order errors in Korean students, we divide the errors of Korean students in acquiring Chinese adverbial word order into adverbs as adverbs and prepositional phrases as adverbials. There are six categories: adverbial word order error of verb, adverbial word order error of quantitative phrase, adverbial word order error of adjective adverbial, adverbial word order error of pronoun as adverbial word order error of verb, adverbial word order error of quantity phrase, adverbial word order error of adjective adverbial. According to the different forms of errors, the word order errors of all kinds of adverbials are divided into adverbials and subjects, adverbials and predicates, adverbials and other adverbials. There are many reasons for adverbial word order errors in Korean students, which are influenced by negative transfer of mother tongue to a large extent. On the other hand, the composition of Chinese adverbials is complex, the semantic relations represented by various adverbials are complex and changeable, and the word order of multiple adverbials is very flexible. Korean students often find it difficult to master a large number of target language rules for a while. Thus, the adverbial word order error appears. In addition, teachers often ignore the importance of word order teaching in the teaching process, which is also an important reason for errors.
【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

【参考文献】