本文選題：韓語 + 語序偏誤　； 參考：《湖南師范大學(xué)》2013年碩士論文

【摘要】：高級(jí)漢語水平的留學(xué)生是指接受過3000學(xué)時(shí)和3000學(xué)時(shí)以上的現(xiàn)代漢語正規(guī)教育的學(xué)習(xí)者(包括具有同等學(xué)歷者)。從理論上說,他們應(yīng)該已經(jīng)掌握了漢語語法的基本知識(shí)和常用句式,并且在聽說讀寫四個(gè)方面都受過專門的訓(xùn)練,應(yīng)該能夠正確的應(yīng)用漢語進(jìn)行社會(huì)交際和書面表達(dá),然而在實(shí)際中,他們?cè)跁姹磉_(dá)時(shí)卻常常會(huì)采用回避和替代措施來避免錯(cuò)誤,但這樣做的結(jié)果往往就會(huì)導(dǎo)致用詞不當(dāng),語序混亂,句子不完整等錯(cuò)誤的出現(xiàn)。據(jù)“HSK動(dòng)態(tài)作文語料庫”統(tǒng)計(jì),錯(cuò)序句在其中占了相當(dāng)高的比例。這應(yīng)該引起我們的重視。 韓國(guó)是我國(guó)的友好鄰國(guó),隨著我國(guó)經(jīng)濟(jì)的發(fā)展,學(xué)習(xí)漢語的韓國(guó)人也越來越多。他們主要學(xué)習(xí)的就是漢語和中國(guó)文化。他們?cè)趯W(xué)習(xí)漢語的過程中既有優(yōu)勢(shì)也有劣勢(shì)。韓語的詞匯可以分為固有詞和借詞,其中借詞大部分來源于中國(guó),我們通常稱之為漢字詞,它是以漢字為基礎(chǔ)構(gòu)成而讀音是韓語讀音的漢源韓字,這部分詞很多,在現(xiàn)代韓語中比例很大,約為70%左右。因此他們?cè)趯W(xué)習(xí)漢字的時(shí)候會(huì)感覺比較容易一些。但是他們?cè)趯W(xué)習(xí)漢語的語法時(shí)會(huì)遇到很大的瓶頸。在語序方面,漢語的一般語序是“主謂賓”,而韓語的語序是“主賓謂”；漢語是孤立語,沒有明顯的形態(tài)變化,而韓語是粘著語,有大量的助詞來輔助表示動(dòng)作的變化；漢語中用在句尾的是賓語,而韓語用在句尾的是謂語動(dòng)詞加助詞的各種變化。因?yàn)闈h語和韓語在語序表達(dá)上有很大的區(qū)別,所以韓國(guó)學(xué)生在學(xué)習(xí)漢語時(shí)很容易受母語的負(fù)遷移出現(xiàn)語序偏誤。當(dāng)然,他們?cè)跁姹磉_(dá)時(shí)出現(xiàn)的語序偏誤除了受其母語負(fù)遷移的影響外,也與后續(xù)的學(xué)習(xí)不深入和教師的教學(xué)方法不當(dāng)有關(guān)系。對(duì)外漢語教師在教學(xué)工作中應(yīng)該結(jié)合學(xué)生母語的實(shí)際情況進(jìn)行對(duì)比教學(xué)來解決學(xué)生的瓶頸問題。 本文以現(xiàn)代漢語語序研究、韓語語序和韓漢語序?qū)Ρ妊芯恳延械难芯砍晒麨榛A(chǔ),對(duì)“留學(xué)生高等作文語料庫”中韓國(guó)學(xué)生作文中出現(xiàn)的語序偏誤進(jìn)行了比較系統(tǒng)的歸納和分析。 論文引言部分首先介紹了選題的背景與意義,然后,從漢語語序研究、韓語語序研究和韓漢語序?qū)Ρ妊芯颗c偏誤研究三個(gè)方面對(duì)語序問題進(jìn)行了文獻(xiàn)綜述。再次,提出了研究設(shè)計(jì)的范圍和方法,并對(duì)語料來源等做了相關(guān)說明。第二章主要根據(jù)語料庫提供的語料對(duì)偏誤類型進(jìn)行了統(tǒng)計(jì)分類,主要可分為：與主語有關(guān)的語序偏誤、與謂語有關(guān)的語序偏誤、與賓語有關(guān)的語序偏誤、與補(bǔ)語有關(guān)的語序偏誤、與定語有關(guān)的語序偏誤、與狀語有關(guān)的語序偏誤、與虛詞有關(guān)的語序偏誤,第三章從與主語有關(guān)的語序偏誤研究、與謂語有關(guān)的語序偏誤研究、與賓語有關(guān)的語序偏誤研究、與補(bǔ)語有關(guān)的語序偏誤研究、與定語有關(guān)的語序偏誤研究、與狀語有關(guān)的語序偏誤研究、與虛詞有關(guān)的語序偏誤研究這些方面全面考察了語料,對(duì)韓國(guó)學(xué)生漢語寫作中的語序偏誤進(jìn)行了統(tǒng)計(jì)、分析。第四章針對(duì)韓國(guó)學(xué)生漢語寫作中的語序偏誤,分析了產(chǎn)生語序偏誤的原因并提出了一些關(guān)于對(duì)韓漢語語序教學(xué)策略。最后,概括研究結(jié)論,總結(jié)本研究中不足的地方。 本文選取的970篇語料都是學(xué)生考場(chǎng)應(yīng)試作文,基本能夠真實(shí)反映學(xué)習(xí)者的寫作水平,語料反映出來的問題更真實(shí)全面。本文提出的教學(xué)建議對(duì)對(duì)外漢語教學(xué)具有一定的參考意義。
[Abstract]:Students with advanced Chinese proficiency refer to learners who have received formal education in modern Chinese (including those with equal qualifications) over 3000 hours and above 3000 hours. In theory, they should have mastered the basic knowledge and common sentence patterns of Chinese grammar, and have been trained in four aspects of listening, speaking, reading and writing, and should be able to do so. The correct application of Chinese for social communication and written expression, however, in practice, they often use avoidance and alternative measures to avoid mistakes in written expression, but the results often lead to mistakes in words, word order disorder, and incomplete sentences. According to "HSK dynamic composition corpus" statistics, missequence Sentences account for a very high proportion. This should arouse our attention.
South Korea is a friendly neighbour of our country. With the development of our country's economy, more and more Korean students learn Chinese. They mainly learn Chinese and Chinese culture. They have both advantages and disadvantages in the process of learning Chinese. The vocabulary of Korean can be divided into inherent words and borrowings, most of which are derived from China. It is often called Chinese character words. It is a Han Yuan Korean character based on Chinese characters and pronunciation is the Han source of Korean pronunciation. There are a lot of words in the Korean language. It has a large proportion and about 70% in the modern Korean language. Therefore, they will feel easier when they are learning Chinese characters. But they will encounter a lot of bottlenecks in the study of Chinese language grammar. In the face, the general word order of Chinese is "subject predicate object", while the word order of Korean is "the subject object predicate"; the Chinese is the isolated language, there is no obvious morphological change, while the Korean is a sticky language, and there are a large number of auxiliary words to help express the change of the action; the Chinese language is used at the end of the sentence to be the object, while the Korean pragmatics at the end of the sentence is the predicate verb plus the various changes of auxiliary words and auxiliary words in the end of the sentence. Because Chinese and Korean are very different in word order expression, it is easy for Korean students to be mistaken in the negative transfer of their mother tongue when they are learning Chinese. Of course, the error of word order in their written expression is not only influenced by the negative transfer of their mother tongue, but also the lack of further study and the improper teaching methods of the teachers. The teaching of Chinese as a foreign language should combine the actual situation of students' mother tongue to solve the bottleneck problem of students.
This paper, based on the research results of the word order of modern Chinese, and the comparative study of Korean language order and Korean and Chinese order, makes a systematic induction and analysis of the error of word order in Korean students' composition in the higher composition corpus of foreign students.
The introduction part of the thesis first introduces the background and significance of the topic. Then, it summarizes the language order from three aspects: the study of Chinese word order, the study of Korean word order, the comparative study of Korean and Chinese order and the error study. Thirdly, the scope and methods of the research design are put forward, and the sources of the corpus are explained in the second chapter. According to the corpus provided by corpus, a statistical classification of error types is made, which can be divided into: the error of the word order related to the subject, the error of the word order related to the predicate, the error of the word order related to the object, the error of the word order related to the complement, the error of the word order related to the attribution, the error of the word order related to the adverbial, and the word order bias related to the function words. The third chapter is to study the error of the word order related to the subject, the study of the error of the word order related to the predicate, the study of the error of the word order related to the object, the study of the error of the word order related to the complement, the study of the error of the word order related to the attribution, the study of the error of the word order related to the adverbial, and the study of the error of the word order related to the function words. This paper makes a statistical analysis of the errors of word order in Korean students' Chinese writing. The fourth chapter analyzes the errors of the word order in the Chinese writing of Korean students, analyzes the reasons for the error of the word order and puts forward some strategies for the teaching of the word order of Korean and Chinese. Finally, the conclusion is summarized and the deficiencies in this study are summarized.
The 970 corpus selected in this paper are all the students' examination compositions, which can basically reflect the writing level of the learners, and the problems reflected by the corpus are more realistic and comprehensive. The suggestions put forward in this paper have some reference significance to the teaching of Chinese as a foreign language.
【學(xué)位授予單位】：湖南師范大學(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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本文編號(hào)：1942596