本文選題：介詞“在” + 偏誤分析�。� 參考：《揚(yáng)州大學(xué)》2013年碩士論文

【摘要】：現(xiàn)代漢語缺乏嚴(yán)格意義上的形態(tài)變化,其眾多語法意義需要通過虛詞來表達(dá)。介詞是現(xiàn)代漢語虛詞中重要的一類,在虛詞中所占比例較大,而介詞“在”作為介詞中使用頻率較高的一小類,其用法功能較之其他介詞更為復(fù)雜,留學(xué)生在習(xí)得介詞“在”時(shí)所犯的偏誤種類較多,如介詞遺漏、介詞誤加、介詞誤用等。因此,如何解決這類問題,是第二語言習(xí)得領(lǐng)域需要研究的一個(gè)重點(diǎn)和難點(diǎn)。由于漢語和韓語分屬于漢藏語系、阿爾泰語系(有爭議)兩個(gè)不同的范疇,即漢語屬于孤立語,韓語屬于黏著語,所以,二者的語法體系存在著明顯的不同。韓語中沒有介詞這一詞類,主要依靠詞尾格助詞來表示語法關(guān)系和意義。 本文首先對(duì)對(duì)外漢語相關(guān)大綱、教材中出現(xiàn)的相關(guān)知識(shí)點(diǎn)進(jìn)行了考察和統(tǒng)計(jì),意在了解其編排、分布情況。其次,筆者對(duì)新HSK1-6級(jí)樣卷中介詞“在”的出現(xiàn)情況進(jìn)行了類別分析,力求全面系統(tǒng)地把握該知識(shí)點(diǎn)在試卷中的考察情況。該部分考察有利于幫助教師合理安排教學(xué)活動(dòng),同時(shí),針對(duì)大綱、教材以及試卷中出現(xiàn)的部分編排不足,教師可以適時(shí)靈活地采取相應(yīng)的改進(jìn)措施。針對(duì)韓國留學(xué)生習(xí)得介詞“在”出現(xiàn)的常見偏誤,論文創(chuàng)新引入了漢語介詞“在”與相關(guān)韓語助詞的表義功能和用法的對(duì)比分析,希望通過該篇章的分類舉例說明為韓國留學(xué)生找到減少偏誤出現(xiàn)的方法。論文最后章節(jié)對(duì)教師和學(xué)生提出了解決偏誤的相關(guān)對(duì)策,便于教師和學(xué)生進(jìn)行教學(xué)反思,保證教學(xué)活動(dòng)的順利開展。
[Abstract]:Modern Chinese lacks the morphological changes in strict sense, and many grammatical meanings need to be expressed in terms of function words. Prepositions are an important category in modern Chinese function words, which occupy a large proportion in the function words, and the preposition "in" is a small class in the preposition, which is more complex with the other prepositions than the other prepositions. There are many kinds of errors in the acquisition of prepositions, such as omission of prepositions, misuse of prepositions, misuse of prepositions, and so on. Therefore, how to solve these problems is a key and difficult point to be studied in the field of second language acquisition. Because Chinese and Korean are divided into Chinese and Tibetan languages, the Altai language is two different categories, that is, Chinese belongs to Chinese. In isolation, Korean is a stickling language, so there are obvious differences in the grammatical system of the two. There is no preposition in Korean, which mainly depends on the word tail lattice to express the grammatical relationship and meaning.
This article first investigates and statistics the related knowledge points in the syllabus of Chinese as a foreign language and the relevant knowledge points in the teaching materials, which is intended to understand its arrangement and distribution. Secondly, the author makes a classification analysis on the appearance of the "in" the new HSK1-6 class volume medium "in", striving for a comprehensive and systematic grasp of the knowledge point in the examination paper. The study is helpful to help teachers to arrange teaching activities reasonably. At the same time, teachers can take appropriate measures and measures in time and flexibly and flexibly, aiming at the outline, teaching materials and test papers. In view of the common errors in the acquisition of preposition in Korean students, the Chinese preposition is introduced to the Chinese preposition and related Korean. Through the comparative analysis of the function and usage of the auxiliary words, we hope to find out the ways to reduce errors for the Korean students through the classification of this chapter. The final chapter of the paper puts forward some countermeasures for teachers and students to solve errors in order to help teachers and students to reflect on teaching and to ensure the smooth development of teaching activities.

【學(xué)位授予單位】：揚(yáng)州大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類號(hào)】：H195

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