本文選題：韓國語格助詞 + 韓語學(xué)習(xí)者�。� 參考：《華中師范大學(xué)》2016年博士論文

【摘要】：韓國語在語言類型中屬于的粘著語,體詞后有豐富的格助詞是其語法特點(diǎn)之一①。漢語和韓語分屬兩個(gè)完全不同的語系。韓國語用格助詞來表示語法關(guān)系,而漢語則主要用詞序和虛詞表示語法關(guān)系。韓語豐富的助詞和詞尾給學(xué)習(xí)韓語的中國學(xué)生帶來了極大的困擾,中國學(xué)生學(xué)習(xí)韓語語法時(shí)最經(jīng)常出現(xiàn)的錯(cuò)誤就格助詞的錯(cuò)誤。韓語格助詞的偏誤原因有兩個(gè)方面。第一是受漢語母語的影響,漢語和韓國語的語法規(guī)則不同。第二是韓國語助詞內(nèi)部的干擾,因?yàn)轫n語格助詞的用法很復(fù)雜所以比較容易誤用。對于韓語教師來講,義項(xiàng)豐富、功能多樣的格助詞也是語法教學(xué)中最讓他們困擾的一環(huán)。因此,研究中國學(xué)生在格助詞學(xué)習(xí)過程中出現(xiàn)的偏誤現(xiàn)象對韓語學(xué)習(xí)教學(xué)具有重要意義。對中國學(xué)生學(xué)習(xí)韓語格助詞的偏誤現(xiàn)象進(jìn)行針對性的分析,對不同偏誤采取相應(yīng)的教學(xué)方法,不僅可以有效地提高學(xué)生的韓語水平,而且可以幫助老師們找到更好的韓國語教學(xué)策略本文用認(rèn)知語言學(xué)的思路和方法論證了上述觀點(diǎn),全文共五章。第一章,介紹本文的研究范圍、研究目的和意義、研究對象及研究現(xiàn)狀;第二章,比較韓語格助詞與相似的漢語介詞;第三章,對主格助詞進(jìn)行偏誤分析。這是學(xué)習(xí)韓國語的中國學(xué)生使用率最高同時(shí)偏誤率也最高的一類助詞。首先分析了主格助詞“(?)(yi) /(?)(ga) ”在句中的語法功能和意義。也介紹了補(bǔ)助詞“(?)(ean) /(?) (nean) ”的偏誤和用法差異。在韓語語法中,助詞被劃分為格助詞和補(bǔ)助詞,格助詞只擔(dān)當(dāng)語法功能而補(bǔ)助詞則擔(dān)當(dāng)語義功能。但這樣的語法范疇劃分并不利于中國學(xué)生很好地理解兩種助詞的功能與語義差異。最近一些初級韓國語的教學(xué)研究則把主格助詞和補(bǔ)助詞納入同一個(gè)語用范疇,強(qiáng)調(diào)助詞的語用層面。但是兩者的句中連接程度有所不同,而語法關(guān)系也很密切。第4章,通過對中國學(xué)生使用副詞格助詞“(?)(e) /(?)(eseo) ”的偏誤分析,找出偏誤原因。本章根據(jù)母語干擾及其理論背景進(jìn)行詳述。副詞格助詞“叫(?)(e) ”與“(?)(eseo) ”在韓國語格助詞中適用范圍比較大。從學(xué)習(xí)的階段來看初級和中級的學(xué)生的偏誤次數(shù)和偏誤率最高。從副詞格助詞的偏誤類型來看,遺漏偏誤最低,替換偏誤率最高。第5章,對賓格助詞“(?)(eul) /(?)(reul) ”的習(xí)得與偏誤情況進(jìn)行歸納和統(tǒng)計(jì)分析。造成中國學(xué)生賓格助詞偏誤的最大原因是母語的干擾。漢語和韓國語的語序不同,最大的差異是賓語的位置。在韓語句子里賓語位置在動詞的前面。這是中國學(xué)生學(xué)習(xí)韓國語賓格助詞偏誤碰到困難的原因之一。為此,教師應(yīng)在韓國語格助詞教學(xué)過程中,選擇適當(dāng)?shù)慕虒W(xué)辦法和策略去幫助學(xué)生解決偏誤問題。通過歸納和分析,本文有如下結(jié)論:1.韓國語的“格”是句法概念,是句子中體詞對敘述語的一種資格。我們認(rèn)為格助詞的使用并不是單純“格”標(biāo)記的實(shí)現(xiàn),而是“格”功能和語義功能的實(shí)現(xiàn)。韓國語的基本語序是“主語-賓語-謂語(敘述語)”語序比較自由,但前提是體詞后要附加格助詞。如果句子中格助詞省略,則其“格”按照語序和談話的內(nèi)容來判斷,即韓語的基本語序來確定“格”。當(dāng)語義明確時(shí)優(yōu)先用基本語序來實(shí)現(xiàn)格功能。我們收集中國學(xué)生的寫作和口語語料庫的例句,分析了韓國格助詞的偏誤現(xiàn)象。格助詞在韓國語中分別擔(dān)當(dāng)不同的語法功能,分屬于不同的語法范疇,但初級韓語學(xué)習(xí)者怎么理解和使用還比較混亂。教師在教學(xué)過程中,不應(yīng)該單純地只從語法的角度來說明。2.從學(xué)習(xí)階段來看,中級中國學(xué)生學(xué)習(xí)韓國語時(shí)這種偏誤率也比較高,尤其是格助詞的誤用比率最高,分析了誤用的原因。教學(xué)時(shí),首先要了解學(xué)生的情況。教學(xué)中不能一次性全教給學(xué)生還需要分層次教學(xué)。3.為了幫助中國學(xué)生避免格助詞偏誤,需要結(jié)合教學(xué)。韓國語格助詞教學(xué)應(yīng)該與句型教學(xué)互相配合。在初級階段的學(xué)習(xí)助詞時(shí),只強(qiáng)調(diào)學(xué)生口語中常常發(fā)生的偏誤。在韓國語口語的表達(dá)過程中,常常省略格助詞。雖然在口語中允許這些表達(dá)方式。但是初級韓國語教學(xué)中,應(yīng)該重視規(guī)范表達(dá)的訓(xùn)練。我們研究的目的是減少由于漢語和韓語系統(tǒng)的不同而產(chǎn)生的格助詞偏誤。希望能對學(xué)習(xí)韓語的中國學(xué)生和韓國語教師有所幫助。此外,還有更多有效的教學(xué)辦法,今后對此有必要做進(jìn)一步的探索和研究。
[Abstract]:Chinese and Korean are one of the two different grammatical features of the language. Chinese and Korean belong to two different languages. Korean is used to express grammatical relations with the auxiliary word, while the Chinese mainly uses word order and function word to express grammatical relationship. Chinese students have brought great trouble. There are two reasons why Chinese students learn Korean grammar most frequently. There are two reasons for the error of Korean language auxiliary. The first is the influence of Chinese language, the grammatical rules of Chinese and Korean are different. Second is the interference inside Korean auxiliary words, because the Korean language auxiliary word is the auxiliary word. The usage is very complicated so it is easy to misuse it. For Korean teachers, it is rich in meaning, and the functional variety is also the most disturbing link in the teaching of grammar. Therefore, it is of great significance to study the errors of Chinese students in the learning process of the auxiliary words. The analysis of the errors of the auxiliary words and the corresponding teaching methods for different errors can not only effectively improve the students' Korean language level, but also help the teachers to find a better Korean language teaching strategy. This paper has demonstrated the above views by means of cognitive linguistics. The full text is a total of five chapters. Chapter 1, introduction The scope of the study, the purpose and significance of the study, the research object and the research status; the second chapter, compared the Korean lattice auxiliary and similar Chinese prepositions; the third chapter, the error analysis of the main case auxiliary. This is the highest use rate of Chinese students learning Korean at the same time the highest error rate is also the highest, the first analysis of the main case of the "Yi" (?) "(?) (?) (GA)" in the grammatical function and meaning of the sentence. It also introduces the misuse and usage differences of the grant (?) (?) (?) / (?) (?) (nean) ". In Korean grammar, the auxiliary word is divided into the aid and the aid, the auxiliary word only acts as the grammatical function while the grant acts as the semantic function. But the grammatical category is not beneficial to the Chinese students. A good understanding of the functional and semantic differences between the two kinds of auxiliary words. Some primary Korean teaching studies have incorporated the subject auxiliary and the subsidy into the same pragmatic category, emphasizing the pragmatic level of the auxiliary words. However, the degree of connection in the two sentences is different and the grammatical relation is very close. The fourth chapter, by using the adverb lattice to Chinese students. The auxiliary word "(?)" (?) / (?) (?) (ESEO) error analysis to find out the cause of error. This chapter is detailed according to the mother tongue interference and its theoretical background. The adverb lattice auxiliary word "(?)" (E) and "(ESEO)" in the large range of application in the Korean lattice. From the stage of learning, the number of errors and error rate of primary and intermediate students is the highest. In the fifth chapter, the fifth chapter makes a summary and statistical analysis of the acquisition and error of the object "(?) (?) / (?)" (Reul). The biggest cause of the error of the Chinese student's object is the interference of the mother tongue. The word order of Chinese and Korean is different, the biggest difference is the difference between Chinese and Korean. The position of the object in the Korean sentence is in front of the verb. It is one of the reasons for the Chinese students to learn the difficulties in the errors of the Korean object. For this reason, the teacher should choose appropriate teaching methods and strategies to help the student to solve the errors in the process of teaching Korean lattice aid. The following conclusions are as follows: 1. the "lattice" of Korean is a syntactic concept, which is a qualification to the narrative in a sentence. We believe that the use of a lattice is not a mere realization of a "lattice" mark, but a realization of the "lattice" function and the semantic function. The basic word order of Korean is "the subject object predicate (narrative language)" in the word order. If the precondition is the precondition, the lattice auxiliary is added. If the case is omitted, its "lattice" is judged according to the word order and the content of the conversation, that is, the basic word order of the Korean language to determine the "lattice". When the semantic is clear, the basic word order is given priority to achieve the function of the lattice. There are different grammatical functions in the Korean language, which belong to different grammatical categories in Korean, but the primary Korean learners are still confused in how to understand and use them. In the course of teaching, teachers should not simply explain the.2. from the learning stage and intermediate Chinese learning from the perspective of grammar. When students learn Korean, this error rate is also high, especially the misuse ratio of the lattice auxiliary, and the reason of misuse is analyzed. In teaching, we must first understand the situation of the students. In teaching, it is not necessary to teach the students at once in order to help the Chinese students avoid the error of the auxiliary words, so it is necessary to combine teaching with Korean language in order to help the Chinese students to avoid the errors. The teaching of auxiliary words should cooperate with the sentence pattern teaching. In the primary stage, only the errors often occur in the students' spoken language. In the process of the expression of Korean spoken language, they often omit the lattice auxiliary. Although these expressions are allowed in the spoken language, we should pay attention to the training of standard expression in the primary Korean language teaching. The purpose of the study is to reduce the errors of the lattices resulting from the difference between Chinese and Korean systems. It is hoped that it can help Chinese students and Korean teachers learning Korean. In addition, there are more effective teaching methods, and it is necessary to further explore and study it in the future.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級別】：博士
【學(xué)位授予年份】：2016
【分類號】：H55

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