【摘要】：量詞豐富是學界公認漢語語法特點之一，韓語中也有不少量詞。隨著中國綜合國力增強，中韓兩國的領(lǐng)域的交往越來越多。在漢語學習過程中，量詞是韓國漢語學習者較難掌握的語法點之一。 盡管韓語中有很多詞匯是從漢語借用過來的，這在一定程度上有助于形成正遷移，減輕了學習者的負擔。與此同時，因為兩種語言的量詞用法同中有異，給漢語學習者也帶來負遷移，甚至是學習和使用中的困惑。 本文針對韓國初中級漢語學習者量詞學習過程經(jīng)常出現(xiàn)的偏誤現(xiàn)象，，探討偏誤成因并進一步設計有效的教學方案。 第一章是本文的緒論，介紹本文的研究目的、對象、研究范圍和方法，研究的現(xiàn)狀基地以及漢語相關(guān)研究現(xiàn)狀。本文以韓國漢語初中級學習者為研究對象，通過測試卷和學生作文分析去韓國漢語學習者的量詞偏誤情況和教學對策。 第二章簡單論述漢語和韓語中量詞的來源和語法特征。這兩種語言不同的語系，所以語法上有很大差異。但這兩種語言的量詞功能相似。比如，漢語構(gòu)成“數(shù)+量+名”的結(jié)構(gòu)；韓語則“數(shù)+量+名”，“名+數(shù)+量”這兩種結(jié)構(gòu)都存在。這種同中有異對韓國漢語學習者帶來困惑。 第三章從HSK作文模擬題考察韓國初中級漢語學習者自發(fā)性表達中量詞使用情況，同時以《大綱》、《現(xiàn)代漢語詞匯頻率詞典》為參照，筆者進行測試并對結(jié)果進行分析。 第四章分析韓國初中級漢語學習者量詞偏誤的成因，提出偏誤產(chǎn)生的原因可以歸結(jié)為學習者本身和教學實施等方面，在此基礎(chǔ)上提出有針對性的教學策略。 第五章是結(jié)語，總結(jié)全文并指出研究中的不足和今后努力的方向。
[Abstract]:Abundant quantifiers are recognized as one of the grammatical characteristics of Chinese, and there are also many classifiers in Korean. With the strengthening of China's comprehensive national strength, the exchanges between China and South Korea in the field are more and more. In the process of Chinese learning, quantifier is one of the difficult grammar points for Korean Chinese learners. Although many Korean words are borrowed from Chinese, this helps to form positive transfer and lighten the burden of learners. At the same time, because the use of quantifiers is different between the two languages, it also brings negative transfer to Chinese learners, even puzzles in learning and using. This paper discusses the causes of errors in the process of quantifier learning by Korean middle and junior Chinese learners, and further designs an effective teaching scheme. The first chapter is the introduction of this paper, which introduces the purpose, object, scope and method of the research, the base of the research and the related research status of Chinese. In this paper, Korean Chinese learners are taken as the object of study. Through the analysis of test papers and students' compositions, the errors in quantifiers and teaching strategies of Korean Chinese learners are analyzed. The second chapter briefly discusses the origin and grammatical features of quantifiers in Chinese and Korean. The two languages have different families, so there are great differences in grammar. But the functions of quantifiers in these two languages are similar. For example, Chinese forms the structure of "numeral name", while Korean "Numeric name" and "Noun quantity" both exist. This kind of similarities and differences brings confusion to Korean Chinese learners. The third chapter investigates the use of Chinese learners' spontaneous expression of measure words from the HSK composition simulation questions. At the same time, the author takes outline and Modern Chinese Vocabulary Frequency Dictionary as the reference, and analyzes the results. The fourth chapter analyzes the causes of errors in measure words of Chinese learners in primary and middle stages of Korea, and points out that the causes of errors can be attributed to the learners themselves and the implementation of teaching. On this basis, the author puts forward some specific teaching strategies. The fifth chapter is the conclusion, summarizes the full text and points out the deficiency in the research and the direction of future efforts.
【學位授予單位】：上海師范大學
【學位級別】：碩士
【學位授予年份】：2012
【分類號】：H195

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本文編號：2434134