本文選題：韓國(guó)初中級(jí)漢語(yǔ)學(xué)習(xí)者 + 漢韓名量詞��； 參考：《山東大學(xué)》2012年碩士論文

【摘要】：漢語(yǔ)中,量詞是一個(gè)獨(dú)立的詞類。在現(xiàn)代漢語(yǔ)中,數(shù)詞和名詞連用時(shí),中間必須要用量詞。在漢語(yǔ)里,量詞特別發(fā)達(dá)。漢語(yǔ)擁有豐富的量詞,給外國(guó)學(xué)習(xí)者在學(xué)習(xí)漢語(yǔ)時(shí)造成了很大困難,量詞學(xué)習(xí)是外國(guó)留學(xué)生學(xué)習(xí)漢語(yǔ)過(guò)程中的一個(gè)重要難點(diǎn)�！笆裁戳吭~和什么名詞搭配?”,“什么情況下用什么量詞比較合適?”這一直是外國(guó)學(xué)生深感頭痛的問(wèn)題。 量詞在中韓兩國(guó)的日常生活中都使用得很廣泛。量詞使用可以說(shuō)是漢語(yǔ)和韓語(yǔ)共同擁有的一大特點(diǎn)。既然韓語(yǔ)也有量詞,那么學(xué)習(xí)漢語(yǔ)的韓國(guó)學(xué)習(xí)者為什么依然覺(jué)得量詞難學(xué)呢? 漢／韓量詞除了主要功能相似以外,在其他方面存在不少差異,尤其是詞義及用法的差異給學(xué)習(xí)和教授兩種語(yǔ)言的人帶來(lái)了很大的困擾。 本文首先對(duì)漢韓量詞的相關(guān)性進(jìn)行初步分析,然后以韓國(guó)初中級(jí)漢語(yǔ)學(xué)習(xí)者為對(duì)象進(jìn)行問(wèn)卷調(diào)查,依據(jù)問(wèn)卷結(jié)果對(duì)韓國(guó)初中級(jí)漢語(yǔ)學(xué)習(xí)者的名量詞習(xí)得難點(diǎn)和原因進(jìn)行分析,最后建立《HSK》詞匯大綱的名量詞搭配表。 在第一章中,筆者闡述了本論文的研究對(duì)象的選擇背景及研究意義,并參考了其他學(xué)者關(guān)于漢語(yǔ)量詞的研究成果,有關(guān)于漢語(yǔ)量詞的分類及語(yǔ)義的研究、名量詞研究、對(duì)外漢語(yǔ)量詞研究、針對(duì)外國(guó)留學(xué)生習(xí)得部分和對(duì)外漢語(yǔ)名量詞的研究(因?yàn)楸菊撐牡牧吭~研究范圍限定為名量詞,所以沒(méi)論述名量詞以外其他量詞的研究)以及中韓兩國(guó)量詞對(duì)比研究。 在第二章中,主要進(jìn)行了中韓量詞的相關(guān)性分析。先根據(jù)已有的研究成果分析兩國(guó)量詞的概況,然后對(duì)比分析中韓兩國(guó)相關(guān)、不相關(guān)量詞。 在第三章中,筆者針對(duì)韓國(guó)初中級(jí)學(xué)習(xí)者的名量詞習(xí)得難點(diǎn)進(jìn)行調(diào)查分析。主要是通過(guò)問(wèn)卷調(diào)查的研究方法,問(wèn)卷考察對(duì)象是韓國(guó)初中級(jí)漢語(yǔ)學(xué)習(xí)者,最后依據(jù)問(wèn)卷調(diào)查的結(jié)果統(tǒng)計(jì)分析韓國(guó)學(xué)生學(xué)習(xí)量詞產(chǎn)生難點(diǎn)的原因以及在完善漢語(yǔ)教材方面提出了幾點(diǎn)建議。 第四章的內(nèi)容是基于《HSK詞匯大綱》的名詞和量詞的搭配研究。目前尚未有專門(mén)針對(duì)外國(guó)的漢語(yǔ)學(xué)習(xí)者提供的名詞和量詞搭配研究,所以本章利用《HSK詞匯大綱》進(jìn)行統(tǒng)計(jì)分析,做出便于外國(guó)學(xué)習(xí)者學(xué)習(xí)的名詞和量詞搭配表。 第五章是本文的最后一章,包括結(jié)語(yǔ)部分。這一章中,筆者綜合漢韓量詞對(duì)比研究和問(wèn)卷調(diào)查結(jié)果,闡述了本次研究的目的和不足之處。 量詞是漢語(yǔ)的特點(diǎn)之一,也是母語(yǔ)非漢語(yǔ)的學(xué)習(xí)者學(xué)漢語(yǔ)的難點(diǎn)之一。我作為一名韓國(guó)留學(xué)生,希望本論文完成的量詞和名詞之間的搭配表,能夠幫助外國(guó)漢語(yǔ)學(xué)習(xí)者更容易地掌握漢語(yǔ)的量詞,并為漢語(yǔ)教學(xué)者提供教授漢語(yǔ)量詞的素材。通過(guò)對(duì)韓國(guó)學(xué)生使用漢語(yǔ)量詞偏誤的原因進(jìn)行分析、研究,將有助于教學(xué)者對(duì)韓國(guó)學(xué)生進(jìn)行有針對(duì)性的量詞教學(xué)。
[Abstract]:In Chinese, quantifier is an independent part of speech. In modern Chinese, quantifiers must be used between numerals and nouns. In Chinese, quantifiers are particularly well developed. There are abundant quantifiers in Chinese, which makes it very difficult for foreign learners to learn Chinese. The learning of classifiers is an important difficulty in the process of learning Chinese for foreign students. "what classifiers match with what nouns?" under what circumstances is it more appropriate to use what classifiers? " This has always been a headache for foreign students. Quantifiers are widely used in the daily life of China and Korea. The use of quantifiers can be said to be a common feature of both Chinese and Korean. Since Korean also has classifiers, why do Korean learners still find it difficult to learn classifiers? Apart from the similarity of the main functions of Chinese / Korean classifiers, there are many differences in other aspects, especially the differences in the meaning and usage of words have brought great difficulties to people who learn and teach two languages. This paper first analyzes the correlation between Chinese and Korean classifiers, and then makes a questionnaire survey on Korean junior and middle level Chinese learners. Based on the results of the questionnaire, the author analyzes the difficulties and causes of the acquisition of nominal quantifiers by Korean junior and middle level Chinese learners. Finally, the collocation list of nominal classifiers in the outline of < HSK > is established. In the first chapter, the author expounds the background and significance of the research object, and refers to the research results of other scholars on Chinese classifiers, including the classification and semantics of Chinese classifiers, and the research of nominal-classifiers. The study of classifiers in TCFL is aimed at the acquisition of classifiers by foreign students and the research on noun classifiers in TCFL (because the research scope of classifiers in this paper is limited to nominal-classifiers, Therefore, there is no discussion on the study of classifiers other than nominal classifiers) and the contrastive study of Chinese and Korean classifiers. In the second chapter, the correlation between Chinese and Korean quantifiers is analyzed. Based on the existing research results, this paper analyzes the general situation of quantifiers in the two countries, and then compares the relative and irrelevant quantifiers between China and South Korea. In the third chapter, the author investigates and analyzes the difficulties in the acquisition of nominal quantifiers by Korean junior and middle level learners. Mainly through the questionnaire survey method, the questionnaire survey object is the Korean junior and middle level Chinese learners, Finally, based on the results of the questionnaire survey, this paper analyzes the reasons for the difficulties caused by Korean students' learning quantifiers and puts forward some suggestions on how to improve the Chinese teaching materials. The fourth chapter is about the collocation of nouns and classifiers based on the outline of HSK Vocabulary. At present, there is no research on the collocation of nouns and classifiers provided by foreign Chinese learners, so this chapter makes a statistical analysis by using HSK Vocabulary syllabus to make the collocation tables of nouns and classifiers that are convenient for foreign learners to learn. The fifth chapter is the last chapter of this paper, including the conclusion. In this chapter, the author synthesizes the contrastive study of Chinese and Korean classifiers and the results of questionnaire, and expounds the purpose and deficiency of this study. Quantifier is one of the characteristics of Chinese, but also one of the difficulties for non-Chinese learners to learn Chinese. As a Korean student, I hope the collocation between classifiers and nouns in this thesis can help foreign Chinese learners master Chinese classifiers more easily and provide Chinese teachers with materials for teaching Chinese classifiers. By analyzing the reasons of Korean students' errors in using Chinese classifiers, the research will be helpful to the teaching of Korean students.
【學(xué)位授予單位】：山東大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類號(hào)】：H146

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