本文選題：V著 + 存在句��； 參考：《吉林大學(xué)》2012年碩士論文

【摘要】：存在句是漢語(yǔ)的特殊句式之一，，但目前韓國(guó)學(xué)生的存在句偏誤分析研究跟其他的特殊句式相比并不多。這可能是存在句跟其他漢語(yǔ)的特殊句式相比偏誤的嚴(yán)重性較低，偏誤出現(xiàn)的幾率也較低，因此目前對(duì)外漢語(yǔ)教學(xué)方面存在句的偏誤分析不是熱門(mén)的話題。但偏誤的嚴(yán)重性較低并不等于說(shuō)，存在句是可以被忽視的語(yǔ)法點(diǎn)，或者學(xué)生較容易習(xí)得的語(yǔ)法點(diǎn)。通過(guò)目前關(guān)于韓國(guó)學(xué)生習(xí)得存在句的研究情況能得出一個(gè)共同的結(jié)論。存在句確實(shí)是韓國(guó)學(xué)生習(xí)得的難點(diǎn)，當(dāng)中特別是“V著”存在句是韓國(guó)學(xué)生最大難點(diǎn)。因此本文的研究是通過(guò)問(wèn)卷調(diào)查找出韓國(guó)學(xué)生習(xí)得“V著”存在句的偏誤類(lèi)型以及找出產(chǎn)生偏誤的原因，并且會(huì)提出一些相應(yīng)的教學(xué)對(duì)策。同時(shí)本文為了找出以下兩個(gè)問(wèn)題的答案：1.在使用目的語(yǔ)的環(huán)境下學(xué)習(xí)的學(xué)生是否有利于只在使用母語(yǔ)的環(huán)境下學(xué)目的語(yǔ)的學(xué)生習(xí)得“V著”存在句和2.正規(guī)大學(xué)的系統(tǒng)性教育和專(zhuān)業(yè)對(duì)外漢語(yǔ)教師對(duì)學(xué)生習(xí)得的影響如何，調(diào)查對(duì)象分成3組。第一組是正在中國(guó)受正規(guī)大學(xué)教育的韓國(guó)學(xué)生。第二組是只在韓國(guó)國(guó)內(nèi)學(xué)習(xí)漢語(yǔ)的韓國(guó)學(xué)生。第三組是正在中國(guó)工作，但沒(méi)有機(jī)會(huì)受正規(guī)大學(xué)教育的韓國(guó)人。這是本研究的特點(diǎn)當(dāng)中之一。希望本研究有助于以下三方面；教材編寫(xiě)、教師的教學(xué)和韓國(guó)學(xué)生的“V著”存在句的習(xí)得。
[Abstract]:Existential sentence is one of the special sentence patterns in Chinese. This may be due to the fact that the severity and probability of errors in existential sentences are lower than those in other Chinese, so the analysis of errors in teaching Chinese as a foreign language is not a hot topic at present. However, the low severity of errors does not mean that existential sentences are grammatical points that can be ignored or that students can learn more easily. A common conclusion can be drawn from the current research on the acquisition of existential sentences by Korean students. Existential sentence is a difficult point for Korean students to acquire, especially V Zhe existential sentence is the biggest difficulty for Korean students. Therefore, the research of this paper is to find out the types of errors of Korean students' acquisition of "V" existential sentences and the causes of errors, and to put forward some corresponding teaching countermeasures. At the same time, in order to find out the answers to the following two questions: 1. Whether learning in the context of using the target language is beneficial to the students who learn the target language only in the mother tongue is beneficial to the acquisition of the "V" existential sentence and the "V" existential sentence. The subjects were divided into three groups. The first group is Korean students who are receiving formal university education in China. The second group is Korean students who only study Chinese in Korea. The third group is Korean who are working in China but have no chance of receiving a formal university education. This is one of the characteristics of this study. It is hoped that this study will contribute to the following three aspects: textbook compilation, teachers' teaching and the acquisition of "V" existential sentences of Korean students.
【學(xué)位授予單位】：吉林大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類(lèi)號(hào)】：H195

【引證文獻(xiàn)】

相關(guān)博士學(xué)位論文 前1條

1 潘文;現(xiàn)代漢語(yǔ)存現(xiàn)句研究[D];復(fù)旦大學(xué);2003年

相關(guān)碩士學(xué)位論文 前1條

1 楊云;韓語(yǔ)母語(yǔ)者習(xí)得漢語(yǔ)存現(xiàn)句研究[D];吉林大學(xué);2014年

本文編號(hào)：1856801