本文選題：對外漢語教學 + 副詞“還”��； 參考：《青島大學》2017年碩士論文

【摘要】：漢語是表意的分析性孤立語,主要靠虛詞和語序表達語法意義,缺少發(fā)達的形態(tài)變化。而韓語是表音的黏著語,用緊跟在詞根后的詞尾來表達相應的時態(tài)和語法意義且有著規(guī)律性的形態(tài)變化。相對于可丁可卯、各司其職的韓文詞尾,很多漢語中的虛詞在實詞之間若隱若現,卻身兼數職并擔負著更為繁重的語法任務。副詞“還”就是這類虛詞當中的一個,它語義眾多,用法多樣。二語習得者在使用時極易將“還”與其相關近義副詞相混淆而產生各類偏誤。本文專門針對韓國學生,從探討副詞“還”及其相關中韓近義副詞之間的區(qū)別和聯系入手,通過問卷調查和數據分析考察韓國學生對“還”類副詞的掌握情況,歸納出偏誤的類型并理清其原因。本文的特點是明確的針對性,深入、具體且力求條理化,希望對包括韓國學生在內的漢語習得者有所幫助,同時為對外漢語教學的研究和實踐提供一些借鑒。全文共分為五個部分。第一部分緒論。內容包括選題的緣起和研究意義,國內外(中韓)對“還”類副詞在本體和漢語教學兩方面的研究成果綜述。第二部分是關于本體方面的研究。首先是將副詞“還”及其中韓文中相關近義副詞相對照,繪制語義關系網,一目了然。接下來以“還”為綱,將“還”“再”“又”,“還”“也”及“還”“更”作為三個分支從語義、句法、語用三個方面進行梳理,為接下來的問卷調查數據分析做好鋪墊和準備。第三部分是通過問卷調查結果進行偏誤描述和數據分析,明確韓國學生對副詞“還”及其相關近義副詞的掌握情況并進行偏誤歸類。此次調查研究的對象是青島韓國國際學校中的105名韓國學生。第四部分是依據中介語理論將調查結果從“還”“再”“又”,“還”“也”及“還”“更”三個方面從中韓對比的角度進行細致的原因探究和分析。第五部分是針對韓國學生的“還”“再”“又”“也”“更”的教案設計。最后結語部分是對全文的總結,指出了本文的不足之處和對未來的展望。
[Abstract]:Chinese is an analytical solitary language of ideographic meaning, which mainly relies on function words and word order to express grammatical meaning, and lacks developed morphological changes. Korean is a kind of colloquial language, which expresses the corresponding tense and grammatical meaning with the tail following the root of the word and has regular morphological changes. Compared with Ke Ding Ke Mao, many function words in Chinese appear between notional words, but they both hold several posts and shoulder more heavy grammatical tasks. Adverb "Huanhe" is one of these functional words. Second language learners can easily confuse "return" with their related synonymous adverbs and produce various errors. This paper aims specifically at Korean students, starting with the differences and connections between adverbs "Huanghuan" and their related Chinese and Korean synonymous adverbs, and through questionnaire survey and data analysis to investigate the Korean students' grasp of "Huanghuan" adverbs. Generalize the types of errors and clarify their causes. The characteristics of this paper are clear, in-depth, specific and strive to be organized, hoping to help Chinese learners, including Korean students, and to provide some reference for the research and practice of teaching Chinese as a foreign language. The full text is divided into five parts. The first part is introduction. The content includes the origin and research significance of the topic, and a summary of the domestic and foreign (Chinese and Korean) research on "Huanghua" adverbs in both Noumenon and Chinese teaching. The second part is about the ontology research. The first is to draw the semantic relation network by comparing the adverb "Huanhe" and the relative synonymous adverbs in Chinese and Korean text. Then, taking "return" as the outline, "return" again "," return "also" and "Huanghuan" as three branches, combing them from three aspects of semantics, syntax and pragmatics. For the next questionnaire survey data analysis and preparation. The third part is through the questionnaire survey result carries on the error description and the data analysis, clarifies the Korean student to adverb "return" and the related synonymy adverb grasps the situation and carries on the error classification. The subjects of this study are 105 Korean students in Qingdao Korean International School. In the fourth part, according to the theory of interlanguage, the author explores and analyzes the causes of the investigation from three aspects: "return", "return" and "return" from the angle of contrast between China and South Korea. The fifth part is the teaching plan design of Korean students. The last part of the conclusion is a summary of the full text, pointing out the shortcomings of this paper and the prospects for the future.
【學位授予單位】：青島大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：H195.3

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本文編號：1910982