發(fā)布時間：2019-03-20 13:34

【摘要】：韓國跟中國一樣屬于東方文化圈,特別是在語言方面,都屬于漢字文化圈,這給韓國的漢語學(xué)習(xí)者帶來了很多便利,在漢字和詞匯的學(xué)習(xí)中更是如此。然而,漢語和韓語畢竟是完全不同體系的兩種語言,韓國語具有黏著語的特點,而漢語具有孤立語的特點,兩者在語法方面很難找到共同點。因此對韓國的漢語學(xué)習(xí)者而言,漢語語法是學(xué)習(xí)的難點之一。為了達(dá)到較高的漢語水平,正確而系統(tǒng)的語法知識是必不可少的,因此必須探索有效的語法教學(xué)方法。 本文關(guān)注韓國的漢語學(xué)習(xí)者學(xué)習(xí)漢語的能性結(jié)構(gòu)時經(jīng)常發(fā)生的偏誤,研究其偏誤產(chǎn)生的原因以及如何減少其偏誤。本文的研主要內(nèi)容如下： 第一章介紹選題背景和意義,對漢語和韓語中能性結(jié)構(gòu)的研究情況及相關(guān)理論進(jìn)行簡單地介紹。 第二章,先對漢語和韓語個別能性結(jié)構(gòu)進(jìn)行界定,然后以“情態(tài)”為中心進(jìn)行對比分析,通過對比分析找出兩種語言在能性結(jié)構(gòu)方面的共同點和不同點。 第三章,通過問卷調(diào)查的形式,對韓國中高級階段漢語學(xué)習(xí)者在習(xí)得漢語能性結(jié)構(gòu)時出現(xiàn)的偏誤進(jìn)行調(diào)查、歸類,并從認(rèn)知語法的角度對出現(xiàn)這些偏誤的原因進(jìn)行研究分析。 第四章是以期對對外漢語教學(xué)中關(guān)于能性結(jié)構(gòu)的教學(xué)提供建議。 第五章是結(jié)語部分,總結(jié)本文的主要觀點,指出文中存在的不足及后續(xù)研究的空間。
[Abstract]:South Korea, like China, belongs to the oriental culture circle, especially in language, which brings many convenience to Korean Chinese learners, especially in the learning of Chinese characters and vocabulary. However, after all, Chinese and Korean are two languages with completely different systems. Korean has the characteristics of adhesive language, while Chinese has the characteristics of isolated language. It is difficult to find common ground in grammar between the two languages. Therefore, for Korean Chinese learners, Chinese grammar is one of the difficulties in learning. In order to achieve a higher level of Chinese, correct and systematic grammar knowledge is essential. Therefore, it is necessary to explore effective grammar teaching methods. This paper focuses on the errors that often occur when Korean Chinese learners learn the functional structure of Chinese, and studies the causes of such errors and how to reduce them. The main contents of this paper are as follows: in the first chapter, the background and significance of the topic selection are introduced, and the research situation and related theories of the Chinese and Korean middle-power structures are briefly introduced. In the second chapter, the author firstly defines the individual structure of Chinese and Korean, then makes a contrastive analysis based on "modality", and finds out the similarities and differences between the two languages in the aspect of functional structure through the contrastive analysis. In the third chapter, through the form of questionnaire, the author investigates and classifies the errors of Chinese learners in the middle and advanced stages of Korean language acquisition, and analyzes the causes of these errors from the perspective of cognitive grammar. The fourth chapter is to provide suggestions on the teaching of functional structure in the teaching of Chinese as a foreign language. The fifth chapter is the conclusion, summarizes the main points of this paper, points out the shortcomings in the paper and the space for follow-up research.
【學(xué)位授予單位】：山東大學(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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