【摘要】：量詞豐富是學(xué)界公認(rèn)漢語語法特點(diǎn)之一，韓語中也有不少量詞。隨著中國綜合國力增強(qiáng)，中韓兩國的領(lǐng)域的交往越來越多。在漢語學(xué)習(xí)過程中，量詞是韓國漢語學(xué)習(xí)者較難掌握的語法點(diǎn)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(xué)習(xí)者的負(fù)擔(dān)。與此同時(shí)，因?yàn)閮煞N語言的量詞用法同中有異，給漢語學(xué)習(xí)者也帶來負(fù)遷移，甚至是學(xué)習(xí)和使用中的困惑。 本文針對(duì)韓國初中級(jí)漢語學(xué)習(xí)者量詞學(xué)習(xí)過程經(jīng)常出現(xiàn)的偏誤現(xiàn)象，，探討偏誤成因并進(jìn)一步設(shè)計(jì)有效的教學(xué)方案。 第一章是本文的緒論，介紹本文的研究目的、對(duì)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(jí)學(xué)習(xí)者為研究對(duì)象，通過測試卷和學(xué)生作文分析去韓國漢語學(xué)習(xí)者的量詞偏誤情況和教學(xué)對(duì)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(duì)韓國漢語學(xué)習(xí)者帶來困惑。 第三章從HSK作文模擬題考察韓國初中級(jí)漢語學(xué)習(xí)者自發(fā)性表達(dá)中量詞使用情況，同時(shí)以《大綱》、《現(xiàn)代漢語詞匯頻率詞典》為參照，筆者進(jìn)行測試并對(duì)結(jié)果進(jìn)行分析。 第四章分析韓國初中級(jí)漢語學(xué)習(xí)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(xué)習(xí)者本身和教學(xué)實(shí)施等方面，在此基礎(chǔ)上提出有針對(duì)性的教學(xué)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(xué)位授予單位】：上海師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類號(hào)】：H195

【參考文獻(xiàn)】

相關(guān)期刊論文 前5條

1 郭曉沛;蔡文豐;于為;;淺談對(duì)外漢語量詞教學(xué)的現(xiàn)狀[J];長春教育學(xué)院學(xué)報(bào);2007年03期

2 郭曉沛;;淺析留學(xué)生學(xué)習(xí)漢語量詞產(chǎn)生偏誤的原因[J];長春師范學(xué)院學(xué)報(bào)(人文社會(huì)科學(xué)版);2008年01期

3 韓景熙;中韓名量詞對(duì)比研究[J];濟(jì)南大學(xué)學(xué)報(bào)(社會(huì)科學(xué)版);2002年03期

4 王思思;;對(duì)外漢語量詞教學(xué)初探[J];吉林省教育學(xué)院學(xué)報(bào);2011年05期

5 金珍我;;漢語與韓語量詞比較[J];世界漢語教學(xué);2002年02期

本文編號(hào)：2434134