【摘要】：語序在現(xiàn)代漢語語法里占有極其重要的地位，，也是漢語作為第二語言學(xué)習(xí)的重點與難點之一。漢語是孤立語，與韓語相比，缺乏嚴(yán)格意義上的形態(tài)變化，主要依靠語序和虛詞來表達(dá)語法關(guān)系和語法意義。韓語是粘著語，語序相對自由，因此，韓國學(xué)生在學(xué)習(xí)漢語時經(jīng)常出現(xiàn)語序偏誤�？疾祉n國學(xué)生語序的偏誤用句，我們發(fā)現(xiàn)狀語語序偏誤所占比例很高。 本文以吉林大學(xué)國際交流學(xué)院初、中級韓國學(xué)生的寫作材料以及HSK動態(tài)作文語料庫中韓國學(xué)生的錯序句為研究對象，在漢語狀語本體論和漢語作為第二語言的狀語語序習(xí)得研究理論成果的基礎(chǔ)上，結(jié)合韓國學(xué)生的實際情況，對收集到的大量語料進(jìn)行深入細(xì)致的分析，總結(jié)了韓國學(xué)生習(xí)得漢語狀語語序時常見的偏誤類型，初步找到了部分偏誤產(chǎn)生的原因。希望能為對外漢語教學(xué)提供一些參考，加強(qiáng)教學(xué)與學(xué)習(xí)的針對性，以提高對外漢語教學(xué)的水平和質(zhì)量。 根據(jù)漢、韓狀語的構(gòu)成成分及韓國學(xué)生出現(xiàn)狀語語序偏誤的實際情況，我們將韓國學(xué)生在習(xí)得漢語狀語語序時的偏誤分為副詞做狀語語序偏誤、介詞短語做狀語語序偏誤、能愿動詞做狀語語序偏誤、數(shù)量短語做狀語語序偏誤、形容詞做狀語語序偏誤、代詞做狀語語序偏誤等六大類。又根據(jù)偏誤形式的不同，將各類狀語的語序偏誤分為狀語與主語、狀語與謂語、狀語與其他狀語共現(xiàn)時的語序偏誤。韓國學(xué)生狀語語序偏誤的原因很多，很大程度上是受母語負(fù)遷移的影響。另一方面，漢語狀語構(gòu)成成分復(fù)雜，各類狀語所表示的語義關(guān)系復(fù)雜多變，多項狀語的語序又具有很大的靈活性，韓國學(xué)生往往一時難以掌握數(shù)目繁多的目的語規(guī)則，從而出現(xiàn)狀語語序偏誤；另外，教師在教學(xué)過程中往往忽視語序教學(xué)的重要性也是偏誤產(chǎn)生的重要原因。
[Abstract]:Word order plays an extremely important role in modern Chinese grammar, and it is also one of the key and difficult points in Chinese as a second language learning. Chinese is an isolated language, compared with Korean, there is a lack of strict morphological changes in the sense, mainly relying on word order and function words to express grammatical relations and grammatical meaning. Korean is an adhesive language and the word order is relatively free. Therefore, Korean students often have word order errors when learning Chinese. By investigating the misusage of Korean students' word order, we find that the proportion of adverbial word order errors is very high. This paper takes the writing materials of Korean students at the beginning and middle level of the School of International Communication of Jilin University and the misordered sentences of Korean students in HSK dynamic composition corpus as the research objects. On the basis of the theoretical results of the study of Chinese adverbial ontology and Chinese adverbial acquisition as a second language, combined with the actual situation of Korean students, this paper makes a thorough and detailed analysis of a large number of corpus collected. This paper summarizes the common types of errors in the acquisition of Chinese adverbial word order by Korean students, and preliminarily finds out the causes of some errors. It is hoped that it can provide some references for teaching Chinese as a foreign language and strengthen the pertinence of teaching and learning in order to improve the level and quality of teaching Chinese as a foreign language. According to the composition of Chinese and Korean adverbials and the actual situation of adverbial word order errors in Korean students, we divide the errors of Korean students in acquiring Chinese adverbial word order into adverbs as adverbs and prepositional phrases as adverbials. There are six categories: adverbial word order error of verb, adverbial word order error of quantitative phrase, adverbial word order error of adjective adverbial, adverbial word order error of pronoun as adverbial word order error of verb, adverbial word order error of quantity phrase, adverbial word order error of adjective adverbial. According to the different forms of errors, the word order errors of all kinds of adverbials are divided into adverbials and subjects, adverbials and predicates, adverbials and other adverbials. There are many reasons for adverbial word order errors in Korean students, which are influenced by negative transfer of mother tongue to a large extent. On the other hand, the composition of Chinese adverbials is complex, the semantic relations represented by various adverbials are complex and changeable, and the word order of multiple adverbials is very flexible. Korean students often find it difficult to master a large number of target language rules for a while. Thus, the adverbial word order error appears. In addition, teachers often ignore the importance of word order teaching in the teaching process, which is also an important reason for errors.
【學(xué)位授予單位】：吉林大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2013
【分類號】：H195.3

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 羅青松;外國人漢語學(xué)習(xí)過程中的回避策略分析[J];北京大學(xué)學(xué)報(哲學(xué)社會科學(xué)版);1999年06期

2 尹洪波;;否定詞和語氣副詞共現(xiàn)的語序問題——兼論負(fù)極性語氣副詞的來源及形成機(jī)制[J];北京廣播電視大學(xué)學(xué)報;2011年01期

3 肖莉;多層狀語的順序及其邏輯特性與對外漢語教學(xué)[J];贛南師范學(xué)院學(xué)報;1997年02期

4 傅雨賢;副詞在句中的位置分布[J];漢語學(xué)習(xí);1983年03期

5 金立鑫;成分的定位和狀語的順序[J];漢語學(xué)習(xí);1988年01期

6 陸儉明;“VA了”述補(bǔ)結(jié)構(gòu)語義分析[J];漢語學(xué)習(xí);1990年01期

7 范曉;關(guān)于漢語的語序問題(一)[J];漢語學(xué)習(xí);2001年05期

8 范曉;關(guān)于漢語的語序問題(二)[J];漢語學(xué)習(xí);2001年06期

9 辛永芬;;“多+V”和“V+多”語序的認(rèn)知解釋[J];漢語學(xué)習(xí);2006年05期

10 周小兵;王宇;;與范圍副詞“都”有關(guān)的偏誤分析[J];漢語學(xué)習(xí);2007年01期

相關(guān)碩士學(xué)位論文 前3條

1 白星v

本文編號：2486011