本文選題：韓國(guó)語(yǔ) + 結(jié)果補(bǔ)語(yǔ)��； 參考：《吉林大學(xué)》2013年碩士論文

【摘要】：述補(bǔ)結(jié)構(gòu)是漢語(yǔ)語(yǔ)法結(jié)構(gòu)所特有的一種語(yǔ)法形式，在整個(gè)語(yǔ)法結(jié)構(gòu)系統(tǒng)中占有非常重要的地位。述補(bǔ)結(jié)構(gòu)的使用頻率高、句法形式多樣等特點(diǎn)增加了外國(guó)留學(xué)生的學(xué)習(xí)難度，另外，外國(guó)留學(xué)生在學(xué)習(xí)和使用述補(bǔ)結(jié)構(gòu)的過(guò)程中容易受到母語(yǔ)的影響，產(chǎn)生負(fù)遷移。因此，述補(bǔ)結(jié)構(gòu)也一直是對(duì)外漢語(yǔ)教學(xué)中的重點(diǎn)和難點(diǎn)。述補(bǔ)結(jié)構(gòu)中的結(jié)果補(bǔ)語(yǔ)是外國(guó)留學(xué)生接觸相對(duì)較早，同時(shí)也是出現(xiàn)偏誤較多的句法結(jié)構(gòu)，結(jié)果補(bǔ)語(yǔ)的研究對(duì)于對(duì)外漢語(yǔ)教學(xué)系統(tǒng)的完善具有非常重要的意義。 本文以中高級(jí)韓國(guó)留學(xué)生在學(xué)習(xí)和使用漢語(yǔ)結(jié)果補(bǔ)語(yǔ)過(guò)程中出現(xiàn)的問(wèn)題為主要研究方向，以HSK作文語(yǔ)料庫(kù)中韓國(guó)留學(xué)生漢語(yǔ)寫(xiě)作中的結(jié)果補(bǔ)語(yǔ)為研究對(duì)象，對(duì)十三個(gè)典型結(jié)果補(bǔ)語(yǔ)“V+完”“V+好”“V+到”“V+成”“V+住”“V+見(jiàn)”“V+著”“V+開(kāi)”“V+掉”“V+懂”“V+上”“V+下”“V+清楚”習(xí)得特點(diǎn)進(jìn)行分析，總結(jié)出結(jié)果補(bǔ)語(yǔ)的主要偏誤類型，，并對(duì)偏誤產(chǎn)生的原因進(jìn)行了分析。結(jié)果補(bǔ)語(yǔ)出現(xiàn)的主要偏誤類型有：“動(dòng)詞+結(jié)果補(bǔ)語(yǔ)”結(jié)構(gòu)成分缺失、“動(dòng)詞+結(jié)果補(bǔ)語(yǔ)”結(jié)構(gòu)否定形式的偏誤、助詞“了”替代結(jié)果補(bǔ)語(yǔ)的偏誤和“動(dòng)詞+結(jié)果補(bǔ)語(yǔ)”結(jié)構(gòu)帶賓語(yǔ)的偏誤等。 具有中高級(jí)漢語(yǔ)水平的韓國(guó)留學(xué)生在學(xué)習(xí)中已經(jīng)掌握了一些結(jié)果補(bǔ)語(yǔ)的用法，但是其母語(yǔ)中沒(méi)有與結(jié)果補(bǔ)語(yǔ)相對(duì)應(yīng)的句法結(jié)構(gòu)，以及結(jié)果補(bǔ)語(yǔ)本身的復(fù)雜性和多樣性，導(dǎo)致韓國(guó)留學(xué)生在使用漢語(yǔ)結(jié)果補(bǔ)語(yǔ)過(guò)程中出現(xiàn)大量的偏誤。因此漢語(yǔ)結(jié)果補(bǔ)語(yǔ)是韓國(guó)留學(xué)生進(jìn)行漢語(yǔ)學(xué)習(xí)的重點(diǎn)和難點(diǎn)。本文分析韓國(guó)留學(xué)生漢語(yǔ)結(jié)果補(bǔ)語(yǔ)的習(xí)得特點(diǎn)，進(jìn)而歸納其偏誤類型以及偏誤產(chǎn)生的根源，希望能夠?qū)?duì)韓漢語(yǔ)教學(xué)提供一些有價(jià)值的參考，同時(shí)，可以幫助韓國(guó)留學(xué)生在漢語(yǔ)實(shí)際語(yǔ)言交際中正確地使用結(jié)果補(bǔ)語(yǔ)。
[Abstract]:Predicate-complement structure is a special grammatical form of Chinese grammatical structure and plays a very important role in the whole grammatical structure system. The high frequency and various syntactic forms increase the learning difficulty of foreign students. In addition, foreign students are vulnerable to the influence of their mother tongue and negative transfer in the process of learning and using the sentence complement structure. Therefore, the narrative-complement structure has always been the focus and difficulty in teaching Chinese as a foreign language. The result complement in the predicate complement structure is that the foreign students come into contact with each other relatively early, and at the same time, it is also a syntactic structure with more errors. Results the study of complement is of great significance to the improvement of the teaching system of Chinese as a foreign language. Taking the resultant complement in the Chinese writing of Korean students in the HSK composition corpus as the research object, The acquisition characteristics of thirteen typical resultant complements "V end" V good "V" to "V Cheng" V "," V see "V open", "V understand" V "under" V clear "were analyzed. The main error types of resultant complement are summarized, and the causes of errors are analyzed. Results the main types of errors in complement are as follows: the structural components of verb result complement are missing, and the negative form of verb result complement is wrong. The errors of the auxiliary word "the substitute result complement" and the "verb result complement" structure with the object error, etc. Korean students with middle and advanced Chinese level have already mastered the usage of some result complement in their study. However, there is no syntactic structure corresponding to the resultant complement in their mother tongue, and the complexity and diversity of the resultant complement itself lead to a large number of errors in the process of using Chinese resultant complement. Therefore, Chinese resultant complement is the key and difficulty for Korean students to study Chinese. This paper analyzes the characteristics of Korean students' acquisition of Chinese resultant complement, and then sums up the types of errors and the root causes of errors, hoping to provide some valuable reference for Korean Chinese teaching, and at the same time, It can help Korean students to use the resultant complement correctly in Chinese language communication.
【學(xué)位授予單位】：吉林大學(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)：1992965