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

【摘要】：漢語(yǔ)成語(yǔ)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(yǔ)成語(yǔ)形式短小,內(nèi)容卻很豐富,正因?yàn)槿绱怂鹆嗽S多留學(xué)生的學(xué)習(xí)興趣。但也正因?yàn)槠鋸?fù)雜的歷史文化背景,漢語(yǔ)成語(yǔ)學(xué)習(xí)也成為了留學(xué)生學(xué)習(xí)漢語(yǔ)的難點(diǎn),留學(xué)生使用漢語(yǔ)成語(yǔ)語(yǔ)形偏誤的例子數(shù)不勝數(shù),漢語(yǔ)成語(yǔ)語(yǔ)形偏誤是留學(xué)生漢語(yǔ)學(xué)習(xí)過(guò)程中不可回避的一個(gè)問(wèn)題。本文從“HSK動(dòng)態(tài)作文語(yǔ)料庫(kù)”中檢索到韓國(guó)留學(xué)生成語(yǔ)語(yǔ)形偏誤的例句,通過(guò)反復(fù)篩選和整理,根據(jù)偏誤形式的不同將韓國(guó)學(xué)生成語(yǔ)語(yǔ)形偏誤分為五大類：誤代、錯(cuò)序、糅合、遺漏和冗余。成字語(yǔ)素誤代和不成字語(yǔ)形誤代是誤代偏誤之下的兩個(gè)小類,根據(jù)誤代方式的不同又將成字語(yǔ)素誤代分為音代、形代和義代。誤代偏誤在韓國(guó)學(xué)生的成語(yǔ)語(yǔ)形偏誤里所占比重最大,糅合偏誤所占比重最小。在對(duì)成語(yǔ)語(yǔ)形偏誤進(jìn)行定義和界定后,筆者對(duì)成語(yǔ)語(yǔ)形偏誤原因進(jìn)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(dòng)機(jī)和目的、母語(yǔ)的負(fù)遷移、文化因素負(fù)遷移等。因?yàn)轫n國(guó)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(guó)學(xué)生的成語(yǔ)學(xué)習(xí)。韓國(guó)學(xué)生學(xué)習(xí)漢語(yǔ),成字語(yǔ)素誤代和錯(cuò)序誤代偏誤原因多是受韓語(yǔ)影響的結(jié)果。母語(yǔ)的負(fù)遷移和文化因素負(fù)遷移是韓國(guó)留學(xué)生成語(yǔ)學(xué)習(xí)產(chǎn)生偏誤的主要原因,因此在對(duì)韓國(guó)學(xué)生的成語(yǔ)教學(xué)過(guò)程中要注意避免母語(yǔ)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(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：H195

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相關(guān)期刊論文 前1條

1 馮麗萍;;外國(guó)學(xué)生漢語(yǔ)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(yǔ)教學(xué);2009年01期

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本文編號(hào)：1772134