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韩国学生习得汉语介词的顺序研究

发布时间:2019-01-12 11:54  文章来源:笔耕文化传播
【摘要】:近年来,中韩两国在政治、经济、文化等各个领域的交流日益频繁,韩国人学习汉语的热情也呈明显的上升趋势。到中国学习汉语的留学生中,韩国学生人数一直是最多的,韩国国内也出现“汉语热”。针对韩国的对外汉语教学研究也不断深入细致化。汉语虚词教学一直是我们对外汉语教学的重点,同时也是对外汉语教学的难点。介词及介词短语作为汉语虚词的一个重要部分,更是我们考察外国人汉语认知规律的一个重要内容。汉语介词虽然数量不多,但在句子中的语法、语义及语用功能却十分突出。 韩语属于黏着语,在韩语里,词在句中的关系是由各种各样的词尾来表示的,介词表示的语法关系几乎都可以对译成韩国语的格助词或动词。几个介词可以译成一个格助词或动词,一个介词也可以译成几个格助词或动词。因而容易混淆。特别是那些意义相似或相近的介词更是令人头痛。韩语没有汉语介词的概念,因此在韩国学生的口语及书面语中,存在着大量的介词偏误。介词成为韩国学生汉语学习中的难点,也是对韩汉语教学和研究的重点之一。 本文的语料来源主要为暨南大学华文学院的“留学生中介语语料库”和北京语言大学“HSK动态作文语料库”。 本文的介词研究范围,以《实用现代汉语语法》收录的介词为标准。《实用现代汉语语法》中,把汉语介词分为六大类共四十二个介词。由于“自、打、朝、往、沿着、自从、至于、替、将、叫(让)、依、依照、照、据、以、论、为着、除了、趁”等十九个介词在暨南大学华文学院“留学生中介语语料库”中使用很少,语料极少,不具备统计学意义,因此本文将不予研究。本文实际研究的介词数量为二十五个,即“在、于、从、由、向、到、当、对、对于、关于、和、跟、同(与)、为、给、把、被、比、按、按照、根据、凭、由于、为了、连”。 本文通过对两个语料库进行统计分析,采用学习者语言正确率统计的方法,先分析初中级阶段学生介词习得的正确率,然后分析高级阶段学生介词习得的正确率,利用语料分析的方法,考察了韩国学习者习得二十五个汉语介词的情况,排出了韩国学习者习得汉语介词的顺序。然后从汉语介词本身的影响、韩国学习者母语的影响、学习环境等三个方面出发,具体分析了影响韩国学习者习得汉语介词顺序的因素。汉语介词本身很复杂,其复杂性包括介词的位置复杂,介词的意义和功能复杂,以及不同介词之间的关系复杂。韩语学习者母语的影响包括韩语语序的影响,汉语介词和韩语的相应表达之间的对应关系复杂。最后,本文针对韩国学习者习得汉语介词的特点,提出了四条具体的教学对策。希望可以为对韩汉语教学提供一定的理论指导。
[Abstract]:In recent years, the exchanges between China and South Korea in politics, economy, culture and other fields have become more and more frequent. Korean students have been the largest number of students studying Chinese in China, and there is also a "Chinese craze" in South Korea. The research on teaching Chinese as a foreign language in South Korea is becoming more and more thorough and meticulous. The teaching of Chinese function words has always been the focus of teaching Chinese as a foreign language, but also the difficulty of teaching Chinese as a foreign language. As an important part of Chinese function words, prepositions and prepositional phrases are also an important part of studying the Chinese cognitive laws of foreigners. Although the number of prepositions in Chinese is not large, the grammatical, semantic and pragmatic functions of Chinese prepositions are very prominent. Korean belongs to adherent language. In Korean, the relationship between words in sentences is expressed by various endings, and the grammatical relations expressed by prepositions can almost always be translated into case auxiliary words or verbs in Korean. Several prepositions can be translated into a case auxiliary or verb, and a preposition can also be translated into several case auxiliary words or verbs. So it is easy to confuse. In particular, prepositions with similar or similar meanings are a headache. Korean does not have the concept of Chinese preposition, so there are a lot of preposition errors in Korean students' spoken and written language. Preposition has become a difficult point in Korean students' Chinese learning, and it is also one of the key points in Korean Chinese teaching and research. The main sources of this study are the Interlanguage Corpus of Chinese students of Jinan University and the dynamic composition Corpus of HSK of Beijing language and language University. The scope of preposition research in this paper is based on the prepositions included in practical Modern Chinese Grammar. In practical Modern Chinese Grammar, Chinese prepositions are divided into six categories and altogether 42 prepositions. Because "since, hit, face, go, follow, since, as for, will, (give way), according to, on, for the sake of, except, 19 prepositions, such as ", are seldom used in the Interlanguage Corpus of Chinese students of Jinan University, and there are very few data, which is not statistically significant. Therefore, this paper will not study them. The number of prepositions actually studied in this paper is twenty-five, that is, "in, from, to, when, for, about, and, with the same (with), for, to, be, compare, according to, because, in order, Even ". Based on the statistical analysis of two corpora, this paper analyzes the correct rate of preposition acquisition in the first and middle stages, and then analyzes the correct rate of preposition acquisition in the advanced stage by using the method of language accuracy statistics of learners. By using the method of corpus analysis, this paper investigates the acquisition of 25 Chinese prepositions by Korean learners and lists the order in which Korean learners acquire Chinese prepositions. Then it analyzes the factors that affect Korean learners' acquisition of Chinese prepositions from three aspects: the influence of Chinese prepositions themselves, the influence of Korean learners' mother tongue, and the learning environment. Chinese prepositions are complex, including the location of prepositions, the meaning and function of prepositions, and the relationship between prepositions. The influence of Korean learners' mother tongue includes the influence of Korean word order, and the corresponding relationship between Chinese prepositions and Korean expressions is complicated. Finally, according to the characteristics of Korean learners' acquisition of Chinese prepositions, this paper puts forward four specific teaching strategies. Hope to provide some theoretical guidance for Korean Chinese teaching.
【学位授予单位】:湖南师范大学
【学位级别】:硕士
【学位授予年份】:2012
【分类号】:H195

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