發(fā)布時(shí)間：2018-07-26 12:39

【摘要】：隨著中韓兩國(guó)關(guān)系的不斷發(fā)展，雙方在漢語(yǔ)方面的學(xué)習(xí)與交流也日益增多。因此，如何提高韓國(guó)學(xué)生學(xué)習(xí)漢語(yǔ)的效率，有針對(duì)性的解決漢語(yǔ)學(xué)習(xí)中的難點(diǎn)已經(jīng)成為近期學(xué)界關(guān)注的重點(diǎn)之一。 介詞作為漢語(yǔ)語(yǔ)法中虛詞的一種，在漢語(yǔ)語(yǔ)法系統(tǒng)中有著獨(dú)特的價(jià)值和重要的功能。有關(guān)資料表明，其中“把”是韓國(guó)留學(xué)生介詞學(xué)習(xí)中偏誤率最高、最難解決的一個(gè)。“把”字句難，一方面是因?yàn)槠浔旧硐拗茥l件多，語(yǔ)義多樣，，比較復(fù)雜難懂；另一方面也是因?yàn)橹许n兩國(guó)的語(yǔ)系不同，在韓語(yǔ)中也沒(méi)有對(duì)應(yīng)“把”字句的形式。再加之目前現(xiàn)有的漢語(yǔ)教材里對(duì)于“把”字句也缺乏詳盡的理論指導(dǎo)，都使得韓國(guó)學(xué)生在學(xué)習(xí)“把”字句過(guò)程中出現(xiàn)很多偏誤。 本論文主要參考北京語(yǔ)言大學(xué)HSK動(dòng)態(tài)作文語(yǔ)料庫(kù)以及使用廣泛的對(duì)外漢語(yǔ)教材和影響較大的語(yǔ)法著作中的相關(guān)例句。同時(shí)，本論文也會(huì)使用一些以往文獻(xiàn)中的語(yǔ)料內(nèi)容，互聯(lián)網(wǎng)語(yǔ)料以及韓國(guó)留學(xué)生的調(diào)查問(wèn)卷。其中，本文的本體研究主要來(lái)源于北京語(yǔ)言大學(xué)HSK動(dòng)態(tài)作文語(yǔ)料庫(kù)以及針對(duì)吉林大學(xué)處于不同學(xué)習(xí)階段的61位韓國(guó)留學(xué)生的調(diào)查問(wèn)卷。以上述語(yǔ)料為研究基礎(chǔ)，在現(xiàn)有研究的基礎(chǔ)之上，通過(guò)分析歸納、調(diào)查、對(duì)比等方法，對(duì)“把”字句偏誤的類(lèi)型、分布情況及偏誤規(guī)律進(jìn)行分析，主旨在于通過(guò)統(tǒng)計(jì)分析尋找問(wèn)題之成因，并探討解決問(wèn)題的辦法，為對(duì)外漢語(yǔ)教學(xué)提供依據(jù)。 通過(guò)分析和總結(jié)，本文主要統(tǒng)計(jì)了韓國(guó)留學(xué)生“把”字句的偏誤共7類(lèi)19種，并分析了其主要的原因。同時(shí)，作者經(jīng)過(guò)多方面的調(diào)查和長(zhǎng)期的思考，提出了幾點(diǎn)促進(jìn)留學(xué)生漢語(yǔ)教學(xué)的對(duì)策，即從理清“把”字句的語(yǔ)義及結(jié)構(gòu)特征、應(yīng)用循序漸進(jìn)的教學(xué)方法、重視偏誤分析在對(duì)外語(yǔ)教學(xué)中的作用、提高對(duì)外漢語(yǔ)教師的素養(yǎng)、有針對(duì)性的教材編寫(xiě)等方面，不斷提高對(duì)外漢語(yǔ)教學(xué)的質(zhì)量。
[Abstract]:With the development of the relationship between China and South Korea, the learning and exchange of Chinese between the two countries are increasing. Therefore, how to improve the efficiency of Korean students' learning Chinese and how to solve the difficulties in Chinese learning has become one of the most important issues in the academic circle. As a kind of function words in Chinese grammar, prepositions have unique value and important function in Chinese grammar system. According to the relevant data, Ba is the most difficult one in the preposition learning of Korean students. "Ba" sentence is difficult, on the one hand, because of its own restrictions, semantic diversity, more complex and difficult to understand; on the other hand, because the two countries have different languages, there is no corresponding form of "Ba" sentence in Korean. In addition, the lack of detailed theoretical guidance in the current Chinese teaching materials makes Korean students appear a lot of errors in the process of learning "Ba" sentences. This thesis mainly refers to the HSK dynamic composition Corpus of Beijing language and language University, as well as the relevant examples used in extensive teaching materials and grammar works. At the same time, this thesis will also use some of the previous literature data, Internet corpus and the questionnaire of Korean students. The ontology of this paper is mainly from the HSK dynamic composition corpus of Beijing language and language University and the questionnaire for 61 Korean students in different learning stages of Jilin University. On the basis of the above data, and on the basis of the existing research, by means of analysis, induction, investigation and comparison, the types, distribution and law of errors of "Ba" sentences are analyzed. The purpose of this paper is to find out the causes of the problems through statistical analysis, and to explore the ways to solve the problems so as to provide the basis for the teaching of Chinese as a foreign language. Through the analysis and summary, this article mainly statistics the Korean foreign student "Ba" sentence error altogether 7 categories 19 kinds, and analyzes its main reason. At the same time, after many investigations and long-term thinking, the author puts forward several countermeasures to promote the teaching of Chinese for foreign students, that is, to clarify the semantic and structural characteristics of the "Ba" sentence, and to apply the step-by-step teaching method. In order to improve the quality of teaching Chinese as a foreign language, we should pay attention to the role of error analysis in foreign language teaching, improve the quality of Chinese teachers as a foreign language, and improve the quality of teaching Chinese as a foreign language.
【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(lèi)號(hào)】：H195.3

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