本文選題：漢語成語 + 語形偏誤　； 參考：《南京師范大學(xué)》2015年碩士論文

【摘要】：漢語成語包含了豐富的歷史文化內(nèi)涵,是中華文化幾千年歷史積淀的產(chǎn)物。漢語成語形式短小,內(nèi)容卻很豐富,正因為如此它引起了許多留學(xué)生的學(xué)習(xí)興趣。但也正因為其復(fù)雜的歷史文化背景,漢語成語學(xué)習(xí)也成為了留學(xué)生學(xué)習(xí)漢語的難點,留學(xué)生使用漢語成語語形偏誤的例子數(shù)不勝數(shù),漢語成語語形偏誤是留學(xué)生漢語學(xué)習(xí)過程中不可回避的一個問題。本文從“HSK動態(tài)作文語料庫”中檢索到韓國留學(xué)生成語語形偏誤的例句,通過反復(fù)篩選和整理,根據(jù)偏誤形式的不同將韓國學(xué)生成語語形偏誤分為五大類：誤代、錯序、糅合、遺漏和冗余。成字語素誤代和不成字語形誤代是誤代偏誤之下的兩個小類,根據(jù)誤代方式的不同又將成字語素誤代分為音代、形代和義代。誤代偏誤在韓國學(xué)生的成語語形偏誤里所占比重最大,糅合偏誤所占比重最小。在對成語語形偏誤進行定義和界定后,筆者對成語語形偏誤原因進行分析,主要有學(xué)習(xí)者的學(xué)習(xí)策略和交際策略、學(xué)習(xí)動機和目的、母語的負(fù)遷移、文化因素負(fù)遷移等。因為韓國學(xué)生屬于漢字文化圈,所以漢韓文化之間的關(guān)系直接影響了韓國學(xué)生的成語學(xué)習(xí)。韓國學(xué)生學(xué)習(xí)漢語,成字語素誤代和錯序誤代偏誤原因多是受韓語影響的結(jié)果。母語的負(fù)遷移和文化因素負(fù)遷移是韓國留學(xué)生成語學(xué)習(xí)產(chǎn)生偏誤的主要原因,因此在對韓國學(xué)生的成語教學(xué)過程中要注意避免母語的負(fù)遷移影響,從而在最大程度上減少偏誤。
[Abstract]:Chinese idioms contain rich historical and cultural connotations and are the product of thousands of years of Chinese culture.Chinese idioms are short in form but rich in content, which has aroused the interest of many foreign students.However, because of its complicated historical and cultural background, Chinese idiom learning has also become a difficult point for foreign students to learn Chinese. There are numerous examples of students using Chinese idioms form errors.The form error of Chinese idioms is an unavoidable problem in the process of studying Chinese for foreign students.In this paper, HSK dynamic composition Corpus is used to retrieve the example sentences of the form errors of Korean foreign students' idioms. Through repeated screening and sorting, the form errors of Korean students' idioms can be divided into five categories according to the different forms of errors: error-generation, misordering, blending, and so on.Omissions and redundancy.Word-forming morphemes and non-word-forming morphemes are two subcategories of word-forming morphemes, which are divided into phonetic, morpheme and semantic generations according to the different methods of word-forming morphemes.Error-generation errors account for the largest proportion of idiom errors in Korean students, while blending errors account for the least proportion.After the definition and definition of idiom form bias, the author analyzes the causes of idiom form bias, including learners' learning strategies and communication strategies, learning motivation and purpose, negative transfer of mother tongue, negative transfer of cultural factors and so on.Because Korean students belong to the cultural circle of Chinese characters, the relationship between Chinese and Korean cultures directly affects the learning of Korean idioms.Korean students learn Chinese, the reasons of word-forming morpheme error and error-order error are the result of Korean language.The negative transfer of mother tongue and negative transfer of cultural factors are the main reasons for the errors in the idiom learning of Korean students. Therefore, in the process of idiom teaching for Korean students, attention should be paid to avoiding the influence of negative transfer of mother tongue so as to reduce errors to the greatest extent.
【學(xué)位授予單位】：南京師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：H195

【參考文獻(xiàn)】

相關(guān)期刊論文 前1條

1 馮麗萍;;外國學(xué)生漢語詞素的形音義加工與心理詞典的建構(gòu)模式研究[J];世界漢語教學(xué);2009年01期

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本文編號：1772133