【摘要】：朝鮮半島自古就受到中國文化、政治、經(jīng)濟、軍事等影響。隨著中朝建交、中韓建交，我們在經(jīng)濟、政治、教育等領(lǐng)域中與朝鮮半島人民進行交往。 絕大多數(shù)朝鮮半島的人民學(xué)習(xí)中國的漢字。古時候朝鮮半島就是借用了漢字作為書寫的符號，但是隨著長期的歷史變遷，內(nèi)外因素的影響使?jié)h字在朝鮮半島產(chǎn)生了朝鮮民族特色的個性。這也就是漢字詞產(chǎn)生的主要根源。 隨著1945年朝鮮人民民主共和國和大韓民國的分別建立使得朝鮮半島正式分裂，而朝鮮半島的語言也分為以平壤普通話為標準的朝鮮語和以京畿道首爾附近地區(qū)為普通話標準的韓國語。雖然語言被劃分，但是朝鮮語、韓國語、中國朝鮮民族的朝鮮語本是同根同源，，字母、語法、語素均相同，本文中朝鮮語等同于韓國語。但是有一點不置可否，朝鮮語由于朝鮮的社會因素本身含有的外來語相對于韓語來講少的微乎其微，所以研究朝鮮語更具有針對性，但是由于條件有限，本文主要針對韓國語和中國朝鮮族語言。 韓國漢字詞的由來和結(jié)構(gòu)，針對韓國留學(xué)生的詞語調(diào)查以及相應(yīng)的問卷調(diào)查，就漢字詞對韓國學(xué)生習(xí)得漢語產(chǎn)生的影響進行數(shù)據(jù)分析，發(fā)現(xiàn)韓國漢字詞對韓國留學(xué)生習(xí)得漢語詞語產(chǎn)生母語正遷移的同時，還有很大程度的負遷移影響。 通過對負遷移諸多影響的歸納，我們在今后的對韓對外漢語教學(xué)中，要利用好韓國學(xué)生母語的正遷移影響，并且要避免負遷移對他們習(xí)得漢語所造成的阻礙。教師應(yīng)該結(jié)合課堂教學(xué)的實際情況，合理的使用工具書，并且針對朝鮮半島留學(xué)生學(xué)習(xí)漢字詞的課程加以改進。
[Abstract]:The Korean peninsula has been influenced by Chinese culture, politics, economy and military since ancient times. With the establishment of diplomatic relations between China and the DPRK and the establishment of diplomatic relations between China and South Korea, we have exchanges with the people of the Korean Peninsula in economic, political, educational and other fields. The vast majority of people on the Korean peninsula learn Chinese characters. In ancient times, the Korean Peninsula borrowed Chinese characters as writing symbols, but with the long-term historical changes, the influence of internal and external factors made Chinese characters have the personality of Korean national characteristics in the Korean Peninsula. This is the main source of Chinese words. With the establishment of the Democratic people's Republic of Korea and the Republic of Korea in 1945, respectively, the Korean peninsula was officially divided, The Korean language is also divided into Korean based on Pyongyang Putonghua and Korean based on Gyeonggi Province near Seoul. Although the language is divided, Korean, Korean and Chinese Korean have the same origin, letters, grammar and morpheme. In this paper, Korean is equivalent to Korean. However, there is no doubt that Korean, because the social factors in North Korea itself contain very little foreign language compared with Korean, so the study of Korean is more targeted, but because of the limited conditions, This article mainly aims at Korean and Chinese Korean language. The origin and structure of Korean Chinese characters, the investigation of Korean students' words and the corresponding questionnaires, and the data analysis on the influence of Chinese characters on Korean students' acquisition of Chinese language. It is found that Korean Chinese characters have a significant negative effect on the acquisition of Chinese words by Korean students, as well as the positive transfer of their mother tongue. Through the induction of many effects of negative transfer, we should make good use of the positive transfer of Korean students' mother tongue in the teaching of Korean as a foreign language in the future, and avoid the obstacles caused by negative transfer to their acquisition of Chinese. Teachers should combine the actual situation of classroom teaching, use reference books reasonably, and improve the course of learning Chinese characters for Korean students.
【學(xué)位授予單位】：內(nèi)蒙古師范大學(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：2408446