【摘要】：現(xiàn)代漢語中，動態(tài)助詞“了、著、過”的語法意義和語法功能非常復(fù)雜，留學(xué)生在學(xué)習(xí)過程中會出現(xiàn)各種偏誤，而目前學(xué)術(shù)界關(guān)于韓國留學(xué)生HSK動態(tài)作文語料庫中動態(tài)助詞偏誤方面的研究成果并不多見，因此本文以北京語言大學(xué)HSK動態(tài)作文語料庫中韓國留學(xué)生作文中出現(xiàn)的的動態(tài)助詞偏誤為主要研究對象，進(jìn)行了偏誤分類，分析偏誤原因，并提出相應(yīng)的教學(xué)對策和建議，以期為對外漢語教學(xué)起到一定的參考作用。 本文一共分為五部分，每個章節(jié)的內(nèi)容安排如下： 第一章緒論，主要通過筆者對語料庫的研究分析韓國留學(xué)生漢語語法偏誤研究現(xiàn)狀、課題緣起及研究意義、研究對象和方法及語料來源三個方面，并闡述了與本研究相關(guān)的課題研究情況，總結(jié)關(guān)于該課題取得的成就與不足，闡述本文研究的意義及思路、方法。 第二章韓國留學(xué)生作文語法偏誤統(tǒng)計結(jié)果及分類情況，主要介紹了基于HSK語料庫韓國留學(xué)生語法偏誤統(tǒng)計目的及結(jié)果、韓國留學(xué)生作文里動態(tài)助詞偏誤類型，再最后得出本章結(jié)論。 第三章韓國留學(xué)生作文里動態(tài)助詞產(chǎn)生偏誤的原因，從語言學(xué)因素、韓國留學(xué)生學(xué)習(xí)時的認(rèn)知心理因素、學(xué)習(xí)環(huán)境等因素進(jìn)行分析。 第四章解決對策及建議，提出增加偏誤的針對性訓(xùn)練、教師應(yīng)該采取的教學(xué)策略及對學(xué)生學(xué)習(xí)的學(xué)習(xí)方法提出建議。驗證所提策略進(jìn)行了“了、著、過”調(diào)查問卷。 第五章結(jié)語，對全文所闡述的主要觀點和結(jié)論進(jìn)行總結(jié)，，并指出文章的創(chuàng)新之處和不足的地方。
[Abstract]:In modern Chinese, the grammatical meaning and grammatical functions of the dynamic auxiliary, "have, go, go", are very complex, and foreign students will have various errors in the course of their study. However, at present, the academic research on the dynamic auxiliary errors in the HSK dynamic composition corpus of Korean students is rare. Therefore, this paper takes the dynamic auxiliary errors in the Korean students' compositions in the HSK dynamic composition corpus of Beijing language and language University as the main research object, classifies the errors, analyzes the causes of the errors, and puts forward the corresponding teaching countermeasures and suggestions. With a view to teaching Chinese as a foreign language to play a certain reference role. This paper is divided into five parts. The content of each chapter is arranged as follows: the first chapter is an introduction, which mainly analyzes the current situation, origin and significance of the research on Chinese grammatical errors of Korean foreign students through the research of corpus. The research object and method and the source of the corpus are discussed, and the research situation of the related subject is expounded, the achievements and shortcomings of the research are summarized, and the significance, thought and method of the research are expounded. The second chapter introduces the statistical results and classification of the grammatical errors of Korean students' compositions. It mainly introduces the statistical purposes and results of Korean students' grammatical errors based on the HSK corpus, and the types of dynamic auxiliary errors in the compositions of Korean students. Finally, the conclusion of this chapter is drawn. The third chapter analyzes the causes of errors in Korean students' compositions, including linguistic factors, cognitive psychological factors, learning environment and so on. In the fourth chapter, the countermeasures and suggestions are put forward, including the training of increasing bias, the teaching strategies teachers should adopt and the learning methods of students. Verify the proposed strategy carried out a ", go, pass" questionnaire. The fifth chapter summarizes the main viewpoints and conclusions, and points out the innovations and shortcomings of the article.
【學(xué)位授予單位】：魯東大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2013
【分類號】：H195.3

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本文編號：2156476