韩国学生使用介词“从”的偏误分析及教学对策

发布时间：2018-03-04 16:46

本文选题：韩国学生　切入点：汉语介词　出处：《上海外国语大学》2017年硕士论文　论文类型：学位论文

【摘要】：汉语介词属于虚词,主要放在名词、代词或名词性短语前,组成介词词组后,用以修饰动词、形容词。韩语助词是粘着语素,附着在体词后,表示该体词的语法关系或附加意义的语法形态。由于汉语介词和韩语助词的性质和句法功能等存在较大差异,导致韩国学生在使用汉语介词时出现的偏误较多。本文运用对比法、偏误分析法分析韩国学生使用汉语介词“从”时产生的偏误,探讨偏误产生的原因,并提出相关教学对策。本文共分为六个部分。第一部分为绪论,主要介绍了关于汉语介词“从”和相关韩语助词的本体研究、对比研究、以及韩国学生使用汉语介词“从”的偏误研究概况。第二部分为汉语介词“从”与韩语相关助词的对比。在汉语介词“从”表示不同用法时的短语结构和介词框架都注明了对应的韩语形式,发现汉语介词“从”和相关韩语助词并不完全对等,而是多对多相互交叉对应的关系。第三部分对比分析了《成功之路》和《?????????(多乐院精通汉语)》两套教材中有关介词“从”的知识点编排情况和课后练习设置情况,发现《成功之路》对介词“从”各项语义和相关介词框架的介绍更详细,练习形式更多样。第四部分基于HSK动态作文语料库,将收集到的偏误筛选后分为介词“从”表示起点的偏误、介词“从”表示来源的偏误和介词“从”表示依据的偏误。并结合偏误具体情况分析了产生原因。第五部分是关于介词“从”的教学对策。教材方面建议改进韩国本土汉语教材,教师方面建议分阶段对介词“从”的不同语义进行教学、加强有情景的交际性练习和加强介词“从”和其他介词的对比练习。最后是结语,阐述本文的主要观点、创新之处和不足。希望本文的研究结果能帮助韩国学生更正确、全面地习得汉语介词“从”,提高韩国学生运用汉语介词“从”进行交际的能力,以及对韩汉语教学的内容和方法、对韩汉语教材的编写有所帮助。
[Abstract]:Chinese prepositions are functional words, which are mainly placed before nouns, pronouns or noun phrases, and used to modify verbs and adjectives after forming prepositional phrases. It indicates the grammatical relationship or the grammatical form of the additional meaning. Due to the differences in the nature and syntactic functions of Chinese prepositions and Korean auxiliary words, This paper analyzes the errors caused by Korean students' using Chinese prepositions, and discusses the reasons for the errors in Korean students' use of Chinese prepositions by using the contrastive method and the method of error analysis. This paper is divided into six parts. The first part is the introduction, which mainly introduces the Noumenon study of Chinese preposition "Zong" and the related Korean auxiliary words. The second part is the comparison between the Chinese preposition "Zou" and the relative auxiliary words in Korean. The phrase structure and preposition frame when the Chinese preposition "Zun" indicates different usage. The frames are marked with the corresponding Korean forms, It is found that the Chinese preposition "Zou" and the relevant Korean auxiliary words are not completely equivalent, but the relationship between many-to-many and many-to-many. The third part makes a comparative analysis of "the Road to success" and " in the two sets of textbooks about the arrangement of knowledge points of preposition "from" and the setting of practice after class, it is found that "the Road to success" introduces the semantics of preposition "from" and the framework of related prepositions in detail. Part 4th, based on HSK dynamic composition corpus, classifies the collected errors into preposition "from" to indicate the starting point errors. This paper analyzes the causes of preposition "from" and the basis of preposition "follow". Part 5th is about the teaching countermeasures of preposition "cong". The teaching material is suggested to improve Han. Native Chinese textbooks, The teacher suggests teaching the different semantics of the preposition "follow" in stages, strengthening the communicative exercises with situations and contrasting the preposition "cong" with other prepositions. Finally, it is the conclusion, which expounds the main points of this paper. It is hoped that the findings of this paper will help Korean students acquire Chinese prepositions more correctly and comprehensively, and improve their communicative ability in using Chinese prepositions. The contents and methods of Korean Chinese teaching are helpful to the compilation of Korean Chinese teaching materials.
【学位授予单位】：上海外国语大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H195.3

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