【摘要】：隨著韓國留學(xué)生的人數(shù)逐年增加，對(duì)韓國留學(xué)生中介語系統(tǒng)的研究也在不斷增多。其中體標(biāo)記研究一直是教學(xué)與研究的重點(diǎn)與難點(diǎn)。體標(biāo)記偏誤貫穿在整個(gè)學(xué)習(xí)過程,而且這些偏誤反復(fù)、持久地出現(xiàn)在學(xué)習(xí)者的自然語料中。而偏誤的原因主要是受韓國語時(shí)/體標(biāo)記的負(fù)遷移造成。我們將對(duì)留學(xué)生的自然語料中受母語體標(biāo)記遷移的句子進(jìn)行分析，尋找母語遷移的根源，減少韓國留學(xué)生在體標(biāo)記習(xí)得過程中母語負(fù)遷移帶來的影響。 根據(jù)分析，韓國語背景的漢語學(xué)習(xí)者在習(xí)得漢語過程中出現(xiàn)的漢語體標(biāo)記負(fù)遷移分布特征具有不平衡性。偏誤主要集中在現(xiàn)實(shí)體“了”，其次是持續(xù)體“著”，而起始體“起來”和經(jīng)歷體“過”偏誤較少，分布最少的是延續(xù)體“下來/下去”。韓國留學(xué)生體標(biāo)記的偏誤數(shù)量多，范圍廣，，且這些偏誤具有僵化（Fos-silization）的特征。語言的遷移與語言的標(biāo)記項(xiàng)及心理距離有關(guān)。在語言的標(biāo)記項(xiàng)上韓國語的詞尾屬于無標(biāo)記項(xiàng)，漢語則屬于有標(biāo)記項(xiàng)。韓國留學(xué)生在漢語習(xí)得過程中韓國語的無標(biāo)記項(xiàng)對(duì)漢語有標(biāo)記項(xiàng)產(chǎn)生了負(fù)遷移。在語言的心理距離上韓國語中有時(shí)/體標(biāo)記，時(shí)概念要以時(shí)/體標(biāo)記與時(shí)間詞匯表達(dá)；漢語有體標(biāo)記卻無時(shí)標(biāo)記，時(shí)概念要以詞匯和句子中的其他成分共同表達(dá)。但是韓國留學(xué)生認(rèn)為漢語的體標(biāo)記也與韓語的時(shí)/體標(biāo)記一樣具有時(shí)的語法意義,是學(xué)習(xí)漢語的便利條件。因此韓國留學(xué)生把韓國語的時(shí)/體標(biāo)記與漢語的體標(biāo)記和時(shí)間概念詞的差距淡化了。在產(chǎn)出的語言中經(jīng)�？梢钥吹桨涯刚Z的時(shí)/體用法遷移到漢語的使用中，導(dǎo)致了偏誤句。
[Abstract]:As the number of Korean students increases year by year, the research on interlanguage system among Korean students is increasing. Among them, the study of stereotype has always been the focus and difficulty of teaching and research. Stylistic marker bias runs through the whole learning process, and these errors appear repeatedly and persistently in the learners' natural corpus. The bias is mainly caused by the negative transfer of Korean time / aspect markers. We will analyze the sentences of native language stylistic transfer in the natural corpus of foreign students in order to find out the root causes of native language transfer and reduce the influence of negative transfer of mother tongue on the acquisition process of Chinese native language by Korean students in the process of stylistic acquisition. According to the analysis, the Chinese stylistic negative transfer distribution in the process of acquisition of Chinese by Chinese learners with Korean background is unbalanced. The errors are mainly concentrated on the present entity, the second is the persistent body, and the other is the beginning body and the calendar body, and the least distribution is the continuation body "down / down", while the initial body "gets up" and the scriptural body "is too" the error is less, the least distribution is the continuation body "down / down". The errors of body marks of Korean students are large in number and wide in scope, and these errors have the characteristics of Fos-silization. Language transfer is related to language markers and psychological distance. The endings of Korean words belong to the unmarked items and the Chinese ones belong to the marked items on the marker terms of the language. In the process of Chinese acquisition, Korean students' unmarked items of Korean language have negative transfer to Chinese marked items. In the psychological distance of the language, the concept of time should be expressed by time / aspect markers and time words, while in Chinese, the concept of time should be expressed in terms of vocabulary and other elements of the sentence, while in Chinese, the concept of time should be expressed in terms of words and other elements of the sentence. However, Korean students think that the aspect markers of Chinese have the same grammatical meaning as the time / aspect markers of Korean language, which is a convenient condition for learning Chinese. Therefore, Korean students play down the gap between Korean time / aspect marker and Chinese aspect marker and time concept word. The time / aspect usage of mother tongue can often be seen to be transferred to the use of Chinese in the produced language, which leads to errors in sentences.
【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
【分類號(hào)】：H195.3

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