中韩同形词的对比研究与教学策略

发布时间：2018-02-25 09:55

本文关键词： 汉字词中韩同形词对比分析偏误教学策略　出处：《青岛大学》2017年硕士论文　论文类型：学位论文

【摘要】：因为韩国与中国位置上的毗邻,自古以来两国交往十分密切。15世纪以前,韩语没有自己对应的文字,而是以汉字为标记文字,直到15世纪世宗大王创制《训民正音》,参考汉字外形创造了现在的拼音文字--韩文,韩国称为“谚文”,但汉字早已融入韩语,因此韩语中出现了大量的汉字词。在汉字词中词形形式、次序和字数都相同的称为中韩同形词。这些中韩同形词对于学习汉语的韩国学生来说,有十分有利方便的一面,但随着时间的推移,相当一部分的中韩同形词在意义、词性、用法等方面发生了变化,这些变化给韩国学生带来了一定的学习障碍,使韩国学生在理解与运用这类词时由于母语的负迁移出现了偏差。本文对新HSK三级词汇中的双音节中韩同形词进行了归类总结,并分析韩国学生习得中韩同形词的偏误情况,寻求有效的教学方法,从而希望对中韩同形词的习得及教学有所帮助。本文分为六个部分。第一部分为绪论,主要说明研究的意义与价值、内容与方法,并总结了前人对中韩同形词的研究成果。第二部分为韩语中汉字词的形成以及特点。主要介绍了韩语中汉字词的形成背景、来源及特点。第三部分为中韩同形词的分类及对比分析。将新HSK三级词汇中的双音节中韩同形词按照词义分为同形同义词,同形部分异义词和同形完全异义词,并主要参照《现代汉语词典》(第6版)与韩国《标准国语大辞典》等对中韩同形词的意义进行列举对比及分析。第四部分为偏误分析。笔者从词义、词性、感情色彩、语体色彩、搭配习惯等方面来阐释了偏误产生的原因。第五部分为中韩同形词的教学策略。提出了阶段性地合理利用中韩同形词辅助对韩汉语教学;反义词教学法;语境法;中心词教学法等教学策略。第六部分为结语。对本文的内容进行了总结。
[Abstract]:Because Korea and China are adjacent to each other, since ancient times, the two countries have had very close exchanges. Before the 15th century, the Korean language did not have its own corresponding characters. Instead, it was marked by Chinese characters. Until 15th century, when King Shizong created "Xuemin Zhengyin", referring to the shape of Chinese characters, he created the present phonetic alphabet-Korean, which South Korea calls "proverbs", but the Chinese characters have long been integrated into Korean. Therefore, a large number of Chinese characters appear in Korean. In Chinese words, the form, order and number of words are the same as those of Chinese and Korean homographs. These Chinese and Korean homographs have a very favorable and convenient side for Korean students who learn Chinese. But with the passage of time, quite a number of homographs in China and South Korea have changed in meaning, part of speech, usage, etc. These changes have brought certain learning difficulties to Korean students. In order to make Korean students understand and use these words, there is a deviation due to the negative transfer of their mother tongue. This paper classifies and summarizes the Korean homographs in the new HSK III vocabulary, and analyzes the errors of Korean homographs in the acquisition of Korean homographs by Korean students. This paper is divided into six parts. The first part is the introduction, which mainly explains the significance and value, content and method of the study. The second part is the formation and characteristics of Chinese characters in Korean, and mainly introduces the background of the formation of Chinese characters in Korean. The third part is the classification and contrastive analysis of Chinese and Korean homographs. The two-syllable words in the new HSK vocabulary are divided into synonyms of homograph, parts of isonyms and complete synonyms of homograph according to the meaning of the words. The meaning of homographs in China and Korea is compared and analyzed with reference to the "Modern Chinese Dictionary" (6th Edition) and Korean Standard Mandarin Dictionary. Part 4th is error analysis. The 5th part is the teaching strategy of homomorphic words in China and Korea. It puts forward the reasonable use of Chinese and Korean homographs to assist the teaching of Korean Chinese, antonym teaching method, contextual method, and so on. Teaching strategies such as the central word teaching method. 6th is the conclusion. The content of this paper is summarized.
【学位授予单位】：青岛大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H195.3

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