【摘要】：本文通過(guò)考察韓國(guó)學(xué)生指示代詞“其他、另外、別的”的習(xí)得情況,分析偏誤原因并得出三詞及各結(jié)構(gòu)類型的習(xí)得順序,然后根據(jù)影響因素提出相應(yīng)的教學(xué)建議,以期對(duì)今后對(duì)外漢語(yǔ)課堂中的這三個(gè)詞的具體教學(xué)提供參考。主要內(nèi)容如下:第一章,本文首先考察了各語(yǔ)言學(xué)家關(guān)于指示代詞的歸類、定義和分類,然后就本文的研究對(duì)象“其他、另外、別的”在各詞典、語(yǔ)法書(shū)及期刊論文中的詞類特點(diǎn)、釋義、句法成分、組合能力等方面進(jìn)行了考察,綜合得到了三詞的用法特點(diǎn)和常用結(jié)構(gòu)類型。第二章,基于CCL自建語(yǔ)料庫(kù)統(tǒng)計(jì)本族語(yǔ)者指示代詞“其他、另外、別的”的使用情況及三詞各結(jié)構(gòu)類型的使用情況。第三章,基于HSK動(dòng)態(tài)作文語(yǔ)料庫(kù)就韓國(guó)學(xué)生使用指示代詞“其他、另外、別的”的情況進(jìn)行統(tǒng)計(jì)和分析,分為遺漏、誤代、誤加、錯(cuò)位、雜糅五種偏誤類型,根據(jù)偏誤用例進(jìn)行具體分析。最后使用正確率和正確使用相對(duì)頻率法得出HSK動(dòng)態(tài)作文語(yǔ)料庫(kù)中韓國(guó)學(xué)生指示代詞“其他、另外、別的”的習(xí)得順序。第四章,通過(guò)設(shè)計(jì)測(cè)驗(yàn)問(wèn)卷來(lái)了解韓國(guó)學(xué)生在非自然輸出條件下指示代詞“其他、另外、別的”的使用情況,對(duì)高偏誤用例進(jìn)行具體分析。最后使用正確率法得出測(cè)驗(yàn)調(diào)查中韓國(guó)學(xué)生指示代詞“其他、另外、別的”的習(xí)得順序。第五章,從教材方面分析韓國(guó)學(xué)生習(xí)得指示代詞“其他、另外、別的”的影響,提出設(shè)置語(yǔ)法等級(jí)層次的建議;從韓國(guó)學(xué)生母語(yǔ)、目的語(yǔ)、交際策略三方面分析影響韓國(guó)學(xué)生習(xí)得三詞的其他因素并提出相應(yīng)的建議。
[Abstract]:By investigating the acquisition of "other, other" demonstrative pronouns of Korean students, this paper analyzes the causes of errors and obtains the acquisition order of three words and various structural types, and then puts forward corresponding teaching suggestions according to the influencing factors. In order to provide a reference for the future teaching of these three words in Chinese as a foreign language classroom. The main contents are as follows: in the first chapter, we first investigate the classification, definition and classification of demonstrative pronouns by linguists. The features of parts of speech, interpretation, syntactic components and combinatorial ability in grammar books and periodical papers are investigated, and the usage characteristics and common structural types of the three words are obtained. In the second chapter, based on the CCL self-built corpus, the usage of the native-speaker demonstrative pronouns "other, other" and the use of each structure type of the three words are analyzed. The third chapter, based on the HSK dynamic composition corpus, makes statistics and analysis on Korean students' use of demonstrative pronouns "other, other", which can be divided into five types of errors: omission, misgeneration, misaddition, misplacement, and hybridity. According to the error use case to carry on the concrete analysis. Finally, the acquisition order of the Korean students' demonstrative pronouns "other, other" in the HSK dynamic composition corpus is obtained by using the correct rate and the correct relative frequency method. In the fourth chapter, the author designs a questionnaire to find out the usage of the demonstrative pronoun "other, other" in the condition of unnatural output, and analyzes the use case of high bias. Finally, the correct rate method is used to obtain the acquisition order of the Korean students' demonstrative pronouns "other, other". The fifth chapter analyzes the influence of Korean students' acquisition of demonstrative pronouns "other, other" from the aspect of teaching materials, and puts forward some suggestions to set up the level of grammar level; This paper analyzes the other factors affecting Korean students' acquisition of three words from three aspects: mother tongue, target language and communication strategy, and puts forward corresponding suggestions.
【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：H195.3

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本文編號(hào)：2356615