本文選題：“把”字句　切入點：編排　出處：《遼寧大學》2012年碩士論文

【摘要】：‘把”字句教學始終是對外漢語教學體系中一個重點和難點,由于其自身的特殊性使“把”字句很難和其他語言之間建立起較為明晰的對比關(guān)系,這使得語言對比分析研究理論很難在“把”字句本體分析和教學策略開發(fā)方面發(fā)揮作用。目前,國內(nèi)外對“把”字句進行國別性區(qū)分的研究不多,對“把”字句進行分級的論著數(shù)量也比較少。 “把”字句無論從語言學或是心理學角度來看都具有相當?shù)碾y度,而在教學雙方關(guān)系中,對于“把”字句項目,過多強調(diào)“學”的方法,似乎并不能從根本上解決問題。而如果能使教學更加系統(tǒng)化、科學化、由簡入難,分層分級別的教學和訓練,似乎更能有效解決“把”字句教學的問題。 韓國現(xiàn)行的漢語教材對于“把”字句的描述和教學比較模糊,也沒有明確的分級排序,只是單純地依靠例句的羅列進行陳述。由于韓語是主題、主語并重的語言,漢語是主題突出的語言,同時在句法結(jié)構(gòu)上,韓語的“主語—賓語—動詞”結(jié)構(gòu)又很容易與“把”字句結(jié)構(gòu)混淆,這使韓國學生在學習“把”字句的時候反而更容易發(fā)生偏誤和回避。因此,加強韓國韓語教材中“把”字句的分級排序教學、建立更加科學的分級模式,對于韓國漢語教學具有十分重要的意義,同時也有利于對外漢語國別性教材分級模式的豐富和發(fā)展。 目前,國內(nèi)對漢語語法體系的分級排序大多缺少對第二語言學習者習得情況的考量分析,語法分級大多是從本體研究出發(fā),這使大綱在難度和學習順序上產(chǎn)生了不一致的地方,大大降低了其應(yīng)有的規(guī)范性和指導作用。而本文將參照的分級排序依據(jù)是根據(jù)肖奚強基于學生學習狀況調(diào)查下的“把”字句分級排序研究,并將分級方法與韓國目前的“把”字句分級教學做一比對。文章將著重就“把”字句在教材中的呈現(xiàn)順序,難易分級等問題進行深入探討,以學生和教師聯(lián)系最緊密的教材作為“把”字句教學的突破點,力求總結(jié)出一套更加符合韓國高中“把”字句學習規(guī)律、適應(yīng)韓國高中“把”字句教學的理論和方法。
[Abstract]:"Ba" sentence teaching has always been an important and difficult point in the teaching system of Chinese as a foreign language. Due to its own particularity, it is difficult to establish a relatively clear comparative relationship between the "Ba" sentence and other languages.This makes it difficult for the theory of contrastive analysis to play a role in the Noumenon Analysis of Ba sentences and the development of teaching strategies.At present, there are few researches on "Ba" sentences in different countries, and fewer works on classification of "Ba" sentences at home and abroad."Ba" is difficult from both linguistic and psychological point of view. However, in the relationship between the two sides of teaching, it seems that too much emphasis on "learning" can not solve the problem fundamentally.If we can make the teaching more systematic, scientific, simple to difficult, and hierarchical teaching and training, it seems to be more effective to solve the problem of "Ba" sentence teaching.The current Chinese teaching materials in Korea are vague in describing and teaching "Ba" sentences and do not have a clear ranking, but simply rely on the list of example sentences for statements.As Korean is the language with both subject and subject, Chinese is the language with prominent theme. At the same time, in syntactic structure, the structure of "subject-object-verb" in Korean is easily confused with the structure of "Ba".This makes Korean students more prone to errors and avoidance when learning the word "Ba".Therefore, it is of great significance for Korean Chinese teaching to strengthen the teaching of "Ba" words and sentences in Korean textbooks and to establish a more scientific classification model.At the same time, it is also conducive to the enrichment and development of the classification model of Chinese as a foreign language.At present, most of the hierarchical ranking of Chinese grammar system lacks the consideration and analysis of the acquisition of second language learners, and the grammatical classification mostly starts from the ontological study, which makes the syllabus inconsistent in difficulty and learning order.Greatly reduced its due normative and guiding role.In this paper, according to Xiao Xi Qiang's research on "Ba" sentence ranking based on the investigation of students' learning condition, this paper compares the classification method with the current "Ba" sentence grading teaching in South Korea.This article will focus on the presentation order of "Ba" words in the teaching materials and the difficult and easy grading problems, taking the most closely related teaching materials between students and teachers as the breakthrough point in the teaching of "Ba" words and sentences.This paper tries to sum up a set of theories and methods which accord with the learning rules of "Ba" in Korean Senior High School and adapt to the teaching of "Ba" in Korean Senior High School.
【學位授予單位】：遼寧大學
【學位級別】：碩士
【學位授予年份】：2012
【分類號】：H195

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