韩国留学生使用“越…越…”格式偏误分析

发布时间：2018-05-04 13:48

本文选题：越…越…格式 + 韩国学生　；参考：《安徽大学》2017年硕士论文

【摘要】："越…越…"结构是现代汉语中使用频率较高的语法结构,同时也是第二语言学习者必须学习和掌握的汉语语法结构。以往一些学者就该结构的本体展开过深入研究,包括"越"的词性问题、格式归属问题、句法功能、语义问题以及进入该格式的词语研究等问题,然而,从对外汉语教学的角度出发研究第二语言习得方面的问题并不多。中韩两国的语言类型不同,韩国留学生在学习汉语时难免会出现一些语法偏误。"越…越…"格式的语用情况较多,对于初学汉语的学习者来说可能有些复杂,学习起来感到困难,从而会出现一些偏误。本文以前人研究的理论、实践为基础,结合定性分析和定量分析这两种研究方法,选取北京语言大学"HSK动态作文语料库"中的具体语料作为研究材料,总结出韩国留学生使用"越…越…"格式的偏误语料。然后对这些偏误语料进行分类分析,探讨韩国留学生出现这些偏误的原因,提出对应的教学建议,并针对汉语"越…越…"格式设计一份教案。文章一共分为七个部分。第一部分先介绍了本篇论文的选题缘由,阐述了 "越…越…"格式在汉语教学和汉语学习中的重要地位;然后提出了本文的研究范围和方法,以定性分析和定量分析为主,辅之以问卷调查法;并从本体研究和教学研究两方面归纳整理了前人总结的关于"越…越…"格式的具体研究。第二部分通过对北京语言大学"HSK动态作文语料库"中的具体语料的分析,参考鲁健骥先生在《外国人学习汉语的语法偏误分析》一文中关于偏误分类的研究内容,总结并分析了韩国留学生在习得汉语"越…越…"格式时出现的几种偏误:成分缺失、搭配错误、成分多余、错序偏误等。第三部分是针对韩国留学生的问卷调查。以安徽大学国际教育学院的30名韩国留学生作为考察对象,考察他们对汉语"越…越…"格式的掌握程度,然后根据他们的实际情况对调查结果做了分析。第四部分是关于韩国留学生在使用"越…越…"格式时出现偏误的原因分析,分为内部原因和外部原因两大类。内部原因可以分为母语知识负迁移和对目的语知识掌握不足两类;外部原因分为教材的编写和教师的讲解两类。第五部分是针对韩国留学生学习汉语"越…越…"格式的一些建议,具体分为对教学的建议、对教材的建议和对教师的建议三种。对外汉语教师应该加强自身教学素质,对学习者母语和目的语之间的异同有一定的把握,避免课堂上"问而不答"的情况发生。教师应当加强情境教学,创造更多的语言环境让学习者身临其境,更好地掌握课堂教学内容。第六部分是在本文探讨研究的基础上,针对汉语"越…越…"格式设计的教学案例。本教案的教学对象就是初级班的学生,教学内容包括"越…越…"格式及其变体"越来越……"格式。最后一部分是结语。概括了本文的内容,指出了本文的不足之处。
[Abstract]:"The more... The more... "Structure is a grammatical structure with high frequency in modern Chinese, and it is also a Chinese grammatical structure that the second language learners must learn and master. In the past, some scholars have carried out a thorough study of the structure of the structure, including the" more "part of the word, the problem of the formatting, the syntactic function, the semantic problems and the words into the format. However, there are not many problems in the study of second language acquisition from the perspective of teaching Chinese as a foreign language. The language types of the two countries are different, and the Korean students will inevitably have some grammatical errors when they study Chinese. " The more... "The pragmatic situation of formatting is more complicated. It may be difficult to learn Chinese learners, so there will be some errors. In this paper, the theory, practice, qualitative analysis and quantitative analysis of the two research methods in this paper are combined with the two methods of qualitative and quantitative analysis to select the" HSK dynamic composition corpus "of the Beijing Language and Culture University. As a research material, corpus linguistics is used to conclude that Korean students use "more". The more... "The error corpus of the format, and then the analysis of these errors of the corpus, to explore the reasons for the errors of the Korean students, and put forward the corresponding teaching suggestions, and for the Chinese", the more... The more... "Format design of a lesson plan. The article is divided into seven parts. The first part introduces the reasons for choosing this topic, and expounds" the more... " The more... "The important position of format in Chinese teaching and Chinese learning; and then the scope and methods of this study are put forward, based on qualitative analysis and quantitative analysis, supplemented by questionnaire survey, and from the two aspects of ontology research and teaching research. The more... The second part, through the analysis of the specific corpus of the "HSK dynamic composition corpus" of the Beijing Language and Culture University, is a reference to Mr. Lu Jianji's research content on the error classification in the grammar error analysis of foreigners learning Chinese, and summarizes and analyzes the Vietnamese students' acquisition of Chinese "the more... The more... The third part is the questionnaire survey for Korean students. 30 Korean students from the Institute of international education of Anhui University as the investigation object, investigate their Chinese "the more... The more... "The degree of mastery of the format, and then according to their actual situation, the results of the survey were analyzed. The fourth part is about the use of Korean students." The more... The analysis of the causes of errors in the format is divided into two categories: internal and external reasons. The internal causes can be divided into two categories: negative transfer of mother tongue knowledge and lack of knowledge of target language; the external reasons are divided into two categories: the compilation of teaching materials and the explanation of Teachers. The fifth part is the more Chinese students study Chinese in Korea... The more... "Some suggestions of the format are divided into three kinds of suggestions for teaching, suggestions for teaching materials and suggestions for teachers. The teachers of Chinese as a foreign language should strengthen their own teaching quality, grasp the similarities and differences between the mother tongue and the target language of the learners, and avoid the situation of" asking but not answering "in class. Many parts of the language environment enable learners to immerse themselves in the classroom and better grasp the contents of classroom teaching. The sixth part is based on the research and research in this paper. The more... The teaching object of the teaching plan is the students in the junior class. The more... The format and its variants are getting more and more. "The last part of the format is the conclusion. The contents of this article are summarized and the shortcomings of this paper are pointed out.

【学位授予单位】：安徽大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H195.3

【参考文献】