韩国学生汉语存在句使用偏误的调查研究

发布时间：2018-04-30 20:10

本文选题：存在句 + 韩国学生　；参考：《南京大学》2016年硕士论文

【摘要】：存在句在汉语中使用频率比较高。但是由于汉语和韩语的存在句在结构形式和语义、语用方面存在很多差别,因此韩国学生在汉语存在句的学习过程中会产生大量的偏误。中韩两国学者对存在句的本体已经进行了较为深入的研究。但是对存在句偏误类型的研究还不是很多。因此,本文以韩语为母语的韩国学生为研究对象,考察他们汉语存在句的掌握情况。本文主要研究了“有”字句(处所词／时间词+有+存在主体)、“是”字句(处所词／时间词+是+存在主体)、“在”字句(存在主体+在+处所词／时间词)还有“V着”(处所词／时间词+V着+存在主体)这4种类型的句式。通过调查问卷统计归纳,可以看出韩国学生习得汉语存在句时出现的各种各样的偏误类型,并分析其产生的原因。本文主要分为以下几个部分。第一章,主要介绍选题的缘由及研究意义、以及本文有关的前人的研究综述、研究的目的与方法、还有本文的创新之处。第二章,是通过汉韩语的对比,找出两个语言的异同点,从而预测韩国学生会出现的偏误类型。第三章,通过调查问卷的方式,了解并分析韩国学生使用汉语存在句的主要偏误类型。调查对象是南京大学、江陵大学的初中高三个等级的72名韩国学生。从调查问卷中可以得出,韩国学生错误率最低的偏误类型是错序(错误率是31%),而最高的是误加(错误率是54%)。在误加方面,主要容易出现以下几种类型的错误：首先是在处所词也就是A段加“在”。第二种是关于“在”字句和动态助词使用的偏误。第三种是“V着”的B段动词前面能否加表示动作正在进行的副词。不仅如此,在误用方面可以发现韩国学生经常把“有”和“是”混用。此外,在语序方面,存在的主要问题是把谓语放在句尾、把处所词和存在主体的位置改变等。在分析偏误类型的同时,结合母语、目的语的影响,分析了韩国学生习得汉语存在句时出现偏误的主要原因。母语的影响是由于汉语和韩语的基本特点不一样,(比如说词序、用法、语义等)因此经常犯错误。按目的语的影响进行分类有两种；首先,对目的语的掌握不好。对第二语言的理解不太深、不能熟练的运用语言。其次,目的语的规则泛化。就是错误地扩大了规则的适用范围,在不该用的地方,或者该用的地方用上了别的结构。第四章,是对韩国学生存在句的教学方法。在研究的基础上提出针对韩国学生存在句相关的教学意见。结论部分,对本研究的主要内容进行了整理、归纳和总结。通过研究,本文得出的结论主要包括：1)通过四种存在句类型的偏误分析可以知道,韩国学生习得汉语存在句时正确率的顺序是；在(70%)有(61%)V着(53%)是(49%)。2)以偏误类型基础来看,韩国学生习得汉语存在句过程中偏误类型的错误率顺序是；误加(54%)误用(40%)错序(31%)。3)通过看图说话题可以看出,韩国学生看着相同的图片而用存在句式把它描述时,他们的存在句使用率顺序是；有(89%)在(78%)V着(71%)是(37%)。与其他学者的论文相比,本文在很多方面还存在着不足,但是希望本文将会对韩国学生偏误类型的研究有所帮助。
[Abstract]:There are a lot of differences in the pragmatic aspects of the Chinese and Korean existential sentences in Chinese and Korean, so there will be a lot of errors in the learning process of the Chinese existential sentences. The scholars of the two countries have made a more thorough study of the ontology of the existential sentence. There are not many studies on the types of errors in existential sentences. Therefore, the Korean students of Korean as their mother tongue are studied in this paper to investigate their mastery of their Chinese existential sentences. This paper mainly studies the "have" sentences (the word / time word + + existence subject), the "yes" sentence (the place word / time word + is the subject of the + existence) and the "in" word. There are 4 types of sentence patterns (the main body + the word / time word) and the "V" (the place word / time word +V + existence subject). Through the questionnaire survey, we can see all kinds of errors in the acquisition of Chinese existential sentences by the Korean students, and analyze the reasons for it. This article is mainly divided into the following several Part 1. The first chapter mainly introduces the origin and significance of the topic, as well as the research summary of the predecessors, the purpose and method of the study, and the innovation of this article. The second chapter is to find out the similarities and differences of the two languages through the comparison between Han and Korean, so as to predict the types of errors in Korean students. Chapter third, through investigation and inquiry There are 72 Korean students in the junior middle school of Nanjing University and Jiangling University. From the questionnaire, the lowest error rate of Korean students is the wrong order (error rate is 31%), and the highest is error rate (error rate). It is 54%). In the error addition, it is easy to make mistakes in the following types: first, in the locative words, the A section and the "in". The second is about the errors used in the "in" and the dynamic auxiliary words. The third is whether the B segment verb "V" can be added to the adverb which is being carried out. In addition, the main problem in the word order is to put the predicate at the end of the sentence, to change the location of the locative words and the position of the existence subject. In the analysis of the type of error, the influence of the mother tongue and the target language is used to analyze the main errors in the acquisition of Chinese existential sentences by the Korean students. The influence of the mother tongue is due to the different basic characteristics of Chinese and Korean, such as word order, usage, semantics, etc. so often make mistakes. There are two categories according to the influence of the target language; first, the mastery of the target language is not good. The understanding of the second language is not too deep, and the language can not be used skillfully. Secondly, the rules of the target language. Generalization. It is a mistake to enlarge the scope of the application of the rules, in the place where it is not to be used, or to use other structures in the place where it is used. The fourth chapter is the teaching method of the Korean students' existential sentence. On the basis of the study, it puts forward the teaching opinions related to the Korean students' existence sentence. The main conclusions of this paper are as follows: 1) the main conclusions are as follows: 1) through the error analysis of four types of existential sentences, it can be found that Korean students' acquisition of Chinese existential sentences is in the order of correct rate; (70%) (61%) (53%) (53%) is (49%) (49%)) based on the error type basis, the Korean students' acquisition of Chinese existential sentences in the process of errors The error rate sequence of type is: misuse (54%) misuse (40%) missequence (31%).3) through the picture talk problem, it can be seen that Korean students look at the same picture and describe it with the existential sentence pattern, their existence sentence order is (89%) in (78%) V (71%) is (37%). Compared with other scholars' papers, this article still exists in many aspects. It is not enough, but I hope this article will be helpful to the study of Korean students' error types.

【学位授予单位】：南京大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：H195

【参考文献】