本文選題：韓國留學(xué)生　切入點(diǎn)：漢語成語　出處：《上海外國語大學(xué)》2013年碩士論文　論文類型：學(xué)位論文

【摘要】：漢語成語作為漢語詞匯系統(tǒng)中的特殊類型，不僅超越了“字”和“詞”的簡單組合，還凝結(jié)了中國古代文化的精髓、反映了古代漢語的歷史沿革、蘊(yùn)含了漢民族賦予它的獨(dú)特情感。因此，漢語成語教學(xué)是對(duì)外漢語詞匯教學(xué)中的重要環(huán)節(jié)，而且具有獨(dú)特的意義和價(jià)值。中韓兩國同屬漢字文化圈，有著源遠(yuǎn)流長的語言文化交流關(guān)系，在漢字文化的傳播和影響中，韓國語里產(chǎn)生了大量的四字漢字成語。在韓國留學(xué)生的漢語學(xué)習(xí)中，這些漢字成語有的可以形成正遷移，有的則可以產(chǎn)生負(fù)遷移，因此，針對(duì)韓國留學(xué)生的漢語成語教學(xué)應(yīng)有符合其特點(diǎn)的成語分類和教學(xué)方式。 本論文主要以第二語言學(xué)習(xí)者的認(rèn)知特征分析、偏誤分析理論和對(duì)比語言學(xué)理論等為理論基礎(chǔ)，對(duì)《漢語水平詞匯與漢字等級(jí)大綱（修訂本）》中出現(xiàn)的127個(gè)成語和劉長征、秦鵬（2007）對(duì)15種主流報(bào)紙中四字成語的使用情況所作的《基于中國主流報(bào)紙動(dòng)態(tài)流通語料庫（DCC）的成語使用情況調(diào)查》中出現(xiàn)的300個(gè)成語進(jìn)行了整合，剔除了50個(gè)重復(fù)的成語之后得到377個(gè)常用成語，根據(jù)常用程度、參照《大綱》要求進(jìn)行了重新排序，首先分出高頻成語50個(gè)和次高頻成語327個(gè)。高頻成語不僅是最為常用的成語，也是大綱明確要求需要牢固掌握并熟練運(yùn)用的成語；次高頻成語根據(jù)常用度再次分為甲級(jí)成語（77個(gè)）和乙級(jí)成語（250個(gè)），而后依據(jù)韓國留學(xué)生的可懂度（即漢韓成語的語義和形態(tài)對(duì)應(yīng)關(guān)系），對(duì)遴選出來的127個(gè)（其中包括50個(gè)高頻成語和77個(gè)甲級(jí)次高頻成語）四字成語進(jìn)行重新分類整理，分出漢韓同形同義成語、漢韓同形異義成語、漢韓異形同義成語三個(gè)類型。 最后通過對(duì)比分析和偏誤分析、調(diào)查問卷等方法，對(duì)每個(gè)類別的成語進(jìn)行分析后，，提出針對(duì)韓國人的對(duì)外漢語成語教學(xué)的教學(xué)建議。即教學(xué)方法上，要以語義和句法層面的深入教學(xué)為基礎(chǔ)，強(qiáng)化語用層面的研究和教學(xué)；課堂教學(xué)上，要注重學(xué)習(xí)者背景和文化差異，進(jìn)行有計(jì)劃、有針對(duì)性的漢語成語教學(xué)；在教學(xué)順序和方式上，要按照漢韓成語的相似性程度和難易度分級(jí)教學(xué)，充分發(fā)揮韓國留學(xué)生母語和文化的正遷移作用。
[Abstract]:As a special type of Chinese lexical system, Chinese idioms not only transcend the simple combination of "words" and "words", but also condense the essence of ancient Chinese culture and reflect the historical evolution of ancient Chinese. Therefore, the teaching of Chinese idioms is an important link in the teaching of Chinese vocabulary as a foreign language, and has unique significance and value. With a long history of language and cultural exchanges, in the spread and influence of Chinese characters culture, a large number of four-character Chinese characters idioms have been produced in Korean. Some of these Chinese characters idioms can form positive transfer in the learning of Chinese by Korean students. Some can produce negative transfer, therefore, the teaching of Chinese idioms for Korean students should be in accordance with its characteristics of idiom classification and teaching methods. Based on the cognitive characteristics of second language learners, the theory of error analysis and the theory of contrastive linguistics, this thesis focuses on 127 idioms and Liu Changzheng, which appeared in the outline of Chinese level Vocabulary and Chinese character grades (revised). Qin Peng-ng (2007) integrates 300 idioms in the Survey of idioms based on the dynamic Circulation Corpus of Chinese mainstream newspapers, which are based on the use of four-character idioms in 15 kinds of mainstream newspapers. After removing 50 duplicated idioms, 377 common idioms were obtained and reordered according to the requirements of the syllabus. First, there are 50 high-frequency idioms and 327 sub-high-frequency idioms. The high-frequency idioms are not only the most commonly used idioms, but also the idioms that need to be firmly grasped and skillfully used in the outline. The sub-high frequency idioms are subdivided into Grade A idioms (77) and Grade B idioms (250 idioms) according to the degree of common use. Then according to the intelligibility of Korean students (that is, the semantic and morphological correspondence of Chinese and Korean idioms), 127 of them are selected. The four-character idioms, including 50 high-frequency idioms and 77 high-frequency idioms of Grade A, were reclassified and sorted out. There are three types of Chinese and Korean synonymy idioms, Chinese and Korean isomorphic idioms, and Chinese and Korean isomorphic synonymous idioms. Finally, through comparative analysis and error analysis, questionnaire and other methods, after analyzing each kind of idioms, the author puts forward some teaching suggestions for Korean people in teaching Chinese idioms as a foreign language, that is, teaching methods. On the basis of deep teaching in semantic and syntactic level, we should strengthen the research and teaching of pragmatics, pay attention to learners' background and cultural differences, and carry out planned and targeted Chinese idiom teaching in classroom teaching. In teaching order and method, we should give full play to the positive transfer of Korean students' mother tongue and culture according to the similarity and difficulty of Chinese and Korean idioms.
【學(xué)位授予單位】：上海外國語大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類號(hào)】：H195.3

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