本文選題：“是”字句　切入點(diǎn)：語(yǔ)法偏誤　出處：《魯東大學(xué)》2013年碩士論文　論文類(lèi)型：學(xué)位論文

【摘要】：隨著中國(guó)在世界上的地位逐漸的上升，漢語(yǔ)也成為比較熱門(mén)的語(yǔ)言，學(xué)習(xí)漢語(yǔ)的人數(shù)逐年增加，從而使對(duì)外漢語(yǔ)教學(xué)受到人們的重視。韓國(guó)作為一個(gè)與中國(guó)經(jīng)濟(jì)貿(mào)易來(lái)往頻繁的國(guó)家，其學(xué)漢語(yǔ)的人數(shù)居亞洲首位。因此，對(duì)韓漢語(yǔ)教學(xué)的研究也備受關(guān)注。漢語(yǔ)句型繁多，其中，“是”字句是最先學(xué)習(xí)，也是最為常見(jiàn)的句型之一�！笆恰弊志溆捎谄涫褂玫念l率較高，出現(xiàn)了不少偏誤現(xiàn)象。這些偏誤現(xiàn)象不僅出現(xiàn)在韓語(yǔ)為母語(yǔ)的使用者語(yǔ)法偏誤語(yǔ)料中，也存在于漢語(yǔ)為母語(yǔ)的使用者語(yǔ)法偏誤語(yǔ)料中。因此，本文將漢語(yǔ)為母語(yǔ)的使用者“是”字句語(yǔ)法偏誤和韓語(yǔ)為母語(yǔ)的使用者“是”字句語(yǔ)法偏誤進(jìn)行對(duì)比研究。 本文主要有五個(gè)部分構(gòu)成，分別是：緒論、“是”字句語(yǔ)法偏誤分析、漢韓語(yǔ)法偏誤共性與差異分析、漢韓“是”字句語(yǔ)法偏誤對(duì)比研究的啟示和總結(jié)。緒論部分分別綜述了“是”字句的本體研究狀況，“是”字句偏誤研究狀況以及本文所使用的研究方法。第二部分通過(guò)漢韓“是”字句語(yǔ)法偏誤對(duì)比分析，歸納了漢語(yǔ)為母語(yǔ)的使用者“是”字句語(yǔ)法偏誤的9種類(lèi)型和韓語(yǔ)為母語(yǔ)的使用者“是”字句語(yǔ)法的7種類(lèi)型，并分別分析了這些偏誤產(chǎn)生的原因。漢語(yǔ)為母語(yǔ)的使用者“是”字句語(yǔ)法偏誤產(chǎn)生的原因一共有五個(gè)：副詞“是”的干擾，主語(yǔ)、賓語(yǔ)省略規(guī)則的忽略，詞義、詞語(yǔ)搭配的不理解，口語(yǔ)和書(shū)面語(yǔ)界限不清以及粗心大意。韓語(yǔ)為母語(yǔ)的使用者“是”字句語(yǔ)法偏誤產(chǎn)生的原因有兩個(gè)方面，習(xí)得者自身的原因和教學(xué)因素的影響，前者筆者作出詳細(xì)的分析，即“是”字句句型知識(shí)不足、母語(yǔ)的負(fù)遷移、理解錯(cuò)誤、規(guī)則的不完整應(yīng)用、忽略同限現(xiàn)象以及過(guò)度泛化。接下來(lái)，針對(duì)漢語(yǔ)為母語(yǔ)的使用者和韓語(yǔ)為母語(yǔ)的使用者的語(yǔ)法偏誤共性和差異，作出一定的分析，也分析了兩者的偏誤分布對(duì)比。筆者認(rèn)為，漢語(yǔ)為母語(yǔ)的使用者“是”字句語(yǔ)法偏誤和韓語(yǔ)為母語(yǔ)的使用者的語(yǔ)法偏誤兩者存在差異和共同點(diǎn)都是必然的。存在不同點(diǎn)是由于兩者的發(fā)出者漢語(yǔ)習(xí)得順序不同，前者是以漢語(yǔ)為第一語(yǔ)言，后者是以漢語(yǔ)為第二語(yǔ)言。存在相同點(diǎn)是因?yàn)槟康恼Z(yǔ)都是漢語(yǔ)，任何語(yǔ)法偏誤都脫離不了最根本的語(yǔ)法問(wèn)題。就兩者的偏誤分布情況看，后者偏誤情況更嚴(yán)重，其教學(xué)力度和研究力度都應(yīng)加大。最后，，較詳細(xì)的說(shuō)明了漢韓“是”字句語(yǔ)法對(duì)比研究的一些啟示，對(duì)比研究對(duì)“是”字句語(yǔ)法本體研究深細(xì)化，引入了語(yǔ)義教學(xué)，改善句型教學(xué)與教學(xué)策略以對(duì)韓漢語(yǔ)教材的思考。
[Abstract]:As China's status in the world has gradually risen, Chinese has become a more popular language, and the number of people learning Chinese has increased year by year. South Korea, as a country with frequent economic and trade ties with China, has the largest number of Chinese learners in Asia. Therefore, the study of Korean Chinese teaching has attracted much attention. "Yes" is one of the first and most common sentence patterns to learn. There are many errors. These errors appear not only in the grammatical errors of the native speakers of Korean, but also in the grammatical errors of the native speakers of Chinese. This paper makes a contrastive study on the grammatical errors between the Chinese native speakers and the Korean native speakers. There are five parts in this paper: introduction, grammatical error analysis of "is" sentence, common character and difference analysis of Chinese and Korean errors. The introduction part summarizes the research situation of "you" sentence's grammatical errors and the research methods used in this paper. The introduction part summarizes the research situation of "you" sentence's grammatical errors and the research methods used in this paper. A contrastive analysis of grammatical errors in Chinese and Korean "Shi" sentences, This paper sums up 9 types of grammatical errors of Chinese native speakers and 7 types of Korean native speakers' grammatical errors. The causes of these errors are analyzed respectively. There are five reasons for the grammatical errors of the Chinese native speakers, namely, the interference of the adverb "yes", the subject, the omission of the rules of object ellipsis, and the meaning of the word. Discomprehension of collocation, unclear boundaries between spoken and written language, and carelessness. There are two reasons for the grammatical errors of Korean native speakers, namely, the learner's own reasons and the teaching factors. The former author makes a detailed analysis, that is, the lack of knowledge about the sentence pattern of "is", the negative transfer of mother tongue, the understanding error, the incomplete application of rules, the neglect of the phenomenon of the same limit and the overgeneralization. Aiming at the generality and difference of grammatical errors between native Chinese and Korean native speakers, the author makes a certain analysis and analyzes the distribution of errors. It is inevitable that there are differences and common points between the grammatical errors of the Chinese native language users and the Korean native speakers' grammatical errors. The difference is due to the different order of the two speakers' Chinese acquisition. The former is based on Chinese as the first language, and the latter on Chinese as the second language. There are similarities because the target language is Chinese, and any grammatical errors cannot be separated from the most fundamental grammatical problems. As far as the distribution of errors between the two is concerned, The latter error is more serious, its teaching intensity and research intensity should be increased. Finally, it explains in more detail some enlightenments from the contrastive study of the grammar of the "is" sentence in China and Korea, and the contrastive study on the grammatical Noumenon of the "is" sentence. Semantic teaching is introduced to improve sentence pattern teaching and teaching strategies to reflect on Korean Chinese teaching materials.
【學(xué)位授予單位】：魯東大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類(lèi)號(hào)】：H195

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本文編號(hào)：1577121