【摘要】：以韓語為母語的漢語習(xí)得者由于其母語中大量漢字詞的存在,使他們有先天優(yōu)勢(shì)。利用韓語漢字詞學(xué)習(xí)漢語詞匯首要解決的問題就是以什么為詞匯教學(xué)的基本單位。本文提出對(duì)于初級(jí)階段的學(xué)生采用以‘詞本位”為重點(diǎn)教學(xué)法,對(duì)于中高級(jí)階段的學(xué)生以“語素教學(xué)法”為核心教學(xué)法,并對(duì)韓語漢字詞進(jìn)行分類,針對(duì)不同類別的特點(diǎn),結(jié)合實(shí)際情況選擇語素教學(xué)法的教學(xué)側(cè)重點(diǎn),如何拆分漢字詞以及漢語詞匯的語素,產(chǎn)生語用偏誤的理解側(cè)重點(diǎn)在何處,以及根據(jù)拆分的語素與其他語素進(jìn)行組合構(gòu)成新詞,擴(kuò)展學(xué)生的詞匯量。 本文的主要內(nèi)容包括四個(gè)部分： 第一部分：緒論。介紹本課題當(dāng)前的研究對(duì)象、研究現(xiàn)狀及著作本課題的研究目的及研究意義。 第二部分：韓語中的漢字詞。闡述了韓語漢字詞的定義和由來,韓語漢字詞根據(jù)其由來大致可以分為兩部分：一類為本族自造詞語,及本族固有詞；另一類為非本族固有詞,既有來自中國(guó)古代書面語的文言詞語,也來自中國(guó)古代口語的白話詞語,還有來自漢譯佛經(jīng)的詞語,以及來自近代日本的和式詞語。 第三部分：對(duì)韓漢語詞匯的教學(xué)策略。這部分先根據(jù)詞義的特點(diǎn),將韓語漢字詞與現(xiàn)代漢語詞匯進(jìn)行比較,將其分成三個(gè)類別：同義詞,異義詞,以及義項(xiàng)交叉詞。再根據(jù)詞語的字形是否相同又將同義詞分為：同形同義詞、異形同義詞,將異義詞分為：同形異義詞、同素反序詞。然后分析了各類漢字詞常見的語用偏誤,以及如何利用漢字詞進(jìn)行詞匯教學(xué)。最后提出了對(duì)韓詞匯教學(xué)的主要教學(xué)方法是詞本位教學(xué)法與語素教學(xué)法相結(jié)合。
[Abstract]:Because of the existence of a large number of Chinese words in their mother tongue, the native speakers of Korean have innate advantages. The most important problem in learning Chinese vocabulary by Korean Chinese characters is what is the basic unit of vocabulary teaching. This paper puts forward that the primary stage students should adopt the "word-oriented" teaching method, and the middle and advanced stage students should adopt the "morpheme teaching method" as the core teaching method, and classify the Korean Chinese characters, aiming at the characteristics of different types. According to the actual situation, how to choose the teaching emphasis of morpheme teaching, how to split the morpheme of Chinese words and Chinese words, where the key point of understanding the pragmatic bias lies, and how to combine the separated morpheme with other morphemes to form new words. Expand students' vocabulary. The main content of this paper includes four parts: the first part: introduction. This paper introduces the current research object, research status and research purpose and significance of this subject. The second part: Chinese characters in Korean. This paper expounds the definition and origin of Korean Chinese characters. According to the origin of Korean Chinese characters, they can be divided into two parts: one is the native words, the other is the non-native words. There are some classical Chinese words from ancient Chinese written language, vernacular words from ancient Chinese spoken language, words from translating Buddhist sutras from Chinese, and harmony words from modern Japan. The third part: the teaching strategy of Korean-Chinese vocabulary. According to the characteristics of word meaning, this part compares Korean Chinese character words with modern Chinese words, and divides them into three categories: synonyms, and synonyms. Then the synonyms are divided into synonyms: synonyms, synonyms and synonyms according to whether the words are the same or not. Then it analyzes the common pragmatic errors of Chinese characters and how to use them in vocabulary teaching. Finally, the author puts forward that the main teaching method of Korean vocabulary teaching is the combination of word-based teaching method and morpheme teaching method.
【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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