發(fā)布時間：2018-05-03 21:18

  本文選題：韓語母語者 + 存現(xiàn)句　； 參考：《吉林大學》2014年碩士論文

【摘要】：存現(xiàn)句的句法結(jié)構(gòu)比較特殊，語用功能無可替代，是漢語作為第二語言的學習者必須掌握的一種表達方式。 本文在梳理存現(xiàn)句本體和習得研究的基礎上，確定了本研究中存現(xiàn)句的標準和范圍，分別探討了A段處所性詞語、B段動詞性詞語和C段名詞性詞語的構(gòu)成及限制條件。與以往針對韓語母語者的存現(xiàn)句習得研究不同，本文主要考察中高級漢語水平的韓語母語者對存現(xiàn)句的掌握情況，因此大大擴展了研究范圍，除了學習者在初級階段就能習得的“有”字存在句和“V著”存在句外，還列出了另外8種存現(xiàn)句下位句式。 然后通過問卷調(diào)查和HSK動態(tài)作文語料庫收集語料，對學習者存現(xiàn)句使用過程中正確用例的特點、偏誤的類型及成因進行分析。本文的調(diào)查對象不僅包括吉林大學的42名韓國留學生、全羅南道的5名韓國籍漢語教師，還包括東北師范大學的15名朝鮮留學生和長春朝鮮族中學的27名朝鮮族中學生。作文語料共150篇，包括HSK動態(tài)作文語料庫從1995—2005年收錄的HSK考試作文108篇和42篇課堂作文。結(jié)果發(fā)現(xiàn)，韓語母語者和漢語參照組相比，能接受的存現(xiàn)句下位句式比較有限，“有”字句的使用頻率偏高，有明顯的“回避”傾向。出現(xiàn)了錯序、遺漏、誤加、誤代等偏誤。錯序主要表現(xiàn)在習慣性地選取施事成分做主語、處所性成分做狀語，受朝鮮語SOV語序的干擾，把動詞置于句末。遺漏類偏誤不太多，但發(fā)生在存現(xiàn)句的各組成部分，比如A段方位詞語的遺漏、動補結(jié)構(gòu)B段動詞的遺漏以及C段名詞前修飾語的遺漏，我們認為這類偏誤主要是受母語思維方式的影響。誤加類偏誤常常是在處所性詞語前加“在”或“從”，測試中某些被試會在所有句子前加介詞，但大部分被試表現(xiàn)良好。至于存現(xiàn)句A段的處所性詞語前到底能不能加“在”，本體研究的成果表明有些情況必須加，有些情況不能加，還有一些情況可加可不加，其差別在語用上。當然，這需要學習者在習得過程中慢慢領會。誤代或替代類偏誤是本研究中出現(xiàn)最多的，我們設專章分別探討了與存在句和隱現(xiàn)句有變換關(guān)系的相關(guān)句式，考察了韓語母語者在半自由表達和自由表達中對存現(xiàn)句變換句式的使用情況。 最后，本文在對韓語母語者存現(xiàn)句的習得特點、偏誤情況、回避心理進行全面把握的基礎上，對比了韓漢存現(xiàn)結(jié)構(gòu)的異同，整理了對外漢語教材中的存現(xiàn)句語法點，提出了我們對存現(xiàn)句教學的建議。
[Abstract]:The syntactic structure of existential sentences is rather special and the pragmatic function is irreplaceable. It is a kind of expression which must be mastered by the learners of Chinese as a second language. On the basis of combing the Noumenon and acquisition of existential sentences, this paper determines the standard and scope of existential sentences in this study, and probes into the composition and limitation conditions of verb words in B paragraph and noun words in C paragraph in paragraph A, respectively. Different from the previous researches on the acquisition of existential sentences by native speakers of Korean, this paper focuses on the mastering of existential sentences by the native speakers of Korean at middle and advanced Chinese level, which greatly expands the scope of research. Besides the existential sentence of "you" and the existential sentence of "V zhe" which learners can acquire at the initial stage, there are also 8 kinds of existential sentence patterns. Then, the characteristics of correct use cases, the types of errors and the causes of errors are analyzed by questionnaire and HSK dynamic composition corpus. The subjects of this study include not only 42 Korean students in Jilin University, 5 Korean Chinese teachers in Luonan Road, but also 15 Korean students in Northeast normal University and 27 Korean middle school students in Changchun Korean High School. A total of 150 compositions were collected from the HSK dynamic composition Corpus. From 1995 to 2005, 108 compositions and 42 classroom compositions were collected in the HSK examination. The results show that Korean native speakers have a relatively limited acceptance of possessive sentence patterns compared with the Chinese reference group, and the "you" sentence is used more frequently and has an obvious tendency of "avoidance". There are errors in order, omission, addition, substitution, etc. The misorder is mainly manifested in the habitual selection of agent elements as subject and local elements as adverbials, which are disturbed by the SOV word order in Korean and place the verbs at the end of the sentence. There are not too many omissions, but they occur in the components of existential sentences, such as the omissions of position words in paragraph A, the omissions of verbs in paragraph B, and the omissions of premodifiers before nouns in paragraph C. We believe that this kind of bias is mainly influenced by the mode of thinking in our mother tongue. In the test, some subjects would add prepositions before all sentences, but most of the subjects performed well. As to whether or not "Ze" can be added before the locative words in paragraph A of the existential sentence, the results of the ontological study show that some cases must be added, some cases cannot be added, and some cases can be added or not. The difference is in pragmatics. Of course, this requires learners to slowly understand the process of acquisition. The error-substitution errors are the most common ones in this study. We make a special chapter to discuss the relative sentence patterns which are related to the transformation of existential sentences and hidden sentences. The use of existential sentence transformation in semi-free expression and free expression of Korean native speakers was investigated. Finally, on the basis of a comprehensive grasp of the acquisition characteristics, errors and avoidance psychology of Korean native speakers' existential sentences, this paper compares the similarities and differences between Han and Han's existential present structure, and collates the grammatical points of existential sentences in the textbooks of Chinese as a Foreign language (TCFL). This paper puts forward some suggestions on the teaching of existential sentences.
【學位授予單位】：吉林大學
【學位級別】：碩士
【學位授予年份】：2014
【分類號】：H195.3

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本文編號：1840131