本文選題：越…越…格式 + 韓國(guó)學(xué)生�。� 參考：《安徽大學(xué)》2017年碩士論文

【摘要】："越…越…"結(jié)構(gòu)是現(xiàn)代漢語(yǔ)中使用頻率較高的語(yǔ)法結(jié)構(gòu),同時(shí)也是第二語(yǔ)言學(xué)習(xí)者必須學(xué)習(xí)和掌握的漢語(yǔ)語(yǔ)法結(jié)構(gòu)。以往一些學(xué)者就該結(jié)構(gòu)的本體展開(kāi)過(guò)深入研究,包括"越"的詞性問(wèn)題、格式歸屬問(wèn)題、句法功能、語(yǔ)義問(wèn)題以及進(jìn)入該格式的詞語(yǔ)研究等問(wèn)題,然而,從對(duì)外漢語(yǔ)教學(xué)的角度出發(fā)研究第二語(yǔ)言習(xí)得方面的問(wèn)題并不多。中韓兩國(guó)的語(yǔ)言類(lèi)型不同,韓國(guó)留學(xué)生在學(xué)習(xí)漢語(yǔ)時(shí)難免會(huì)出現(xiàn)一些語(yǔ)法偏誤。"越…越…"格式的語(yǔ)用情況較多,對(duì)于初學(xué)漢語(yǔ)的學(xué)習(xí)者來(lái)說(shuō)可能有些復(fù)雜,學(xué)習(xí)起來(lái)感到困難,從而會(huì)出現(xiàn)一些偏誤。本文以前人研究的理論、實(shí)踐為基礎(chǔ),結(jié)合定性分析和定量分析這兩種研究方法,選取北京語(yǔ)言大學(xué)"HSK動(dòng)態(tài)作文語(yǔ)料庫(kù)"中的具體語(yǔ)料作為研究材料,總結(jié)出韓國(guó)留學(xué)生使用"越…越…"格式的偏誤語(yǔ)料。然后對(duì)這些偏誤語(yǔ)料進(jìn)行分類(lèi)分析,探討韓國(guó)留學(xué)生出現(xiàn)這些偏誤的原因,提出對(duì)應(yīng)的教學(xué)建議,并針對(duì)漢語(yǔ)"越…越…"格式設(shè)計(jì)一份教案。文章一共分為七個(gè)部分。第一部分先介紹了本篇論文的選題緣由,闡述了 "越…越…"格式在漢語(yǔ)教學(xué)和漢語(yǔ)學(xué)習(xí)中的重要地位;然后提出了本文的研究范圍和方法,以定性分析和定量分析為主,輔之以問(wèn)卷調(diào)查法;并從本體研究和教學(xué)研究?jī)煞矫鏆w納整理了前人總結(jié)的關(guān)于"越…越…"格式的具體研究。第二部分通過(guò)對(duì)北京語(yǔ)言大學(xué)"HSK動(dòng)態(tài)作文語(yǔ)料庫(kù)"中的具體語(yǔ)料的分析,參考魯健驥先生在《外國(guó)人學(xué)習(xí)漢語(yǔ)的語(yǔ)法偏誤分析》一文中關(guān)于偏誤分類(lèi)的研究?jī)?nèi)容,總結(jié)并分析了韓國(guó)留學(xué)生在習(xí)得漢語(yǔ)"越…越…"格式時(shí)出現(xiàn)的幾種偏誤:成分缺失、搭配錯(cuò)誤、成分多余、錯(cuò)序偏誤等。第三部分是針對(duì)韓國(guó)留學(xué)生的問(wèn)卷調(diào)查。以安徽大學(xué)國(guó)際教育學(xué)院的30名韓國(guó)留學(xué)生作為考察對(duì)象,考察他們對(duì)漢語(yǔ)"越…越…"格式的掌握程度,然后根據(jù)他們的實(shí)際情況對(duì)調(diào)查結(jié)果做了分析。第四部分是關(guān)于韓國(guó)留學(xué)生在使用"越…越…"格式時(shí)出現(xiàn)偏誤的原因分析,分為內(nèi)部原因和外部原因兩大類(lèi)。內(nèi)部原因可以分為母語(yǔ)知識(shí)負(fù)遷移和對(duì)目的語(yǔ)知識(shí)掌握不足兩類(lèi);外部原因分為教材的編寫(xiě)和教師的講解兩類(lèi)。第五部分是針對(duì)韓國(guó)留學(xué)生學(xué)習(xí)漢語(yǔ)"越…越…"格式的一些建議,具體分為對(duì)教學(xué)的建議、對(duì)教材的建議和對(duì)教師的建議三種。對(duì)外漢語(yǔ)教師應(yīng)該加強(qiáng)自身教學(xué)素質(zhì),對(duì)學(xué)習(xí)者母語(yǔ)和目的語(yǔ)之間的異同有一定的把握,避免課堂上"問(wèn)而不答"的情況發(fā)生。教師應(yīng)當(dāng)加強(qiáng)情境教學(xué),創(chuàng)造更多的語(yǔ)言環(huán)境讓學(xué)習(xí)者身臨其境,更好地掌握課堂教學(xué)內(nèi)容。第六部分是在本文探討研究的基礎(chǔ)上,針對(duì)漢語(yǔ)"越…越…"格式設(shè)計(jì)的教學(xué)案例。本教案的教學(xué)對(duì)象就是初級(jí)班的學(xué)生,教學(xué)內(nèi)容包括"越…越…"格式及其變體"越來(lái)越……"格式。最后一部分是結(jié)語(yǔ)。概括了本文的內(nèi)容,指出了本文的不足之處。
[Abstract]:"The more... The more... "Structure is a grammatical structure with high frequency in modern Chinese, and it is also a Chinese grammatical structure that the second language learners must learn and master. In the past, some scholars have carried out a thorough study of the structure of the structure, including the" more "part of the word, the problem of the formatting, the syntactic function, the semantic problems and the words into the format. However, there are not many problems in the study of second language acquisition from the perspective of teaching Chinese as a foreign language. The language types of the two countries are different, and the Korean students will inevitably have some grammatical errors when they study Chinese. " The more... "The pragmatic situation of formatting is more complicated. It may be difficult to learn Chinese learners, so there will be some errors. In this paper, the theory, practice, qualitative analysis and quantitative analysis of the two research methods in this paper are combined with the two methods of qualitative and quantitative analysis to select the" HSK dynamic composition corpus "of the Beijing Language and Culture University. As a research material, corpus linguistics is used to conclude that Korean students use "more". The more... "The error corpus of the format, and then the analysis of these errors of the corpus, to explore the reasons for the errors of the Korean students, and put forward the corresponding teaching suggestions, and for the Chinese", the more... The more... "Format design of a lesson plan. The article is divided into seven parts. The first part introduces the reasons for choosing this topic, and expounds" the more... " The more... "The important position of format in Chinese teaching and Chinese learning; and then the scope and methods of this study are put forward, based on qualitative analysis and quantitative analysis, supplemented by questionnaire survey, and from the two aspects of ontology research and teaching research. The more... The second part, through the analysis of the specific corpus of the "HSK dynamic composition corpus" of the Beijing Language and Culture University, is a reference to Mr. Lu Jianji's research content on the error classification in the grammar error analysis of foreigners learning Chinese, and summarizes and analyzes the Vietnamese students' acquisition of Chinese "the more... The more... The third part is the questionnaire survey for Korean students. 30 Korean students from the Institute of international education of Anhui University as the investigation object, investigate their Chinese "the more... The more... "The degree of mastery of the format, and then according to their actual situation, the results of the survey were analyzed. The fourth part is about the use of Korean students." The more... The analysis of the causes of errors in the format is divided into two categories: internal and external reasons. The internal causes can be divided into two categories: negative transfer of mother tongue knowledge and lack of knowledge of target language; the external reasons are divided into two categories: the compilation of teaching materials and the explanation of Teachers. The fifth part is the more Chinese students study Chinese in Korea... The more... "Some suggestions of the format are divided into three kinds of suggestions for teaching, suggestions for teaching materials and suggestions for teachers. The teachers of Chinese as a foreign language should strengthen their own teaching quality, grasp the similarities and differences between the mother tongue and the target language of the learners, and avoid the situation of" asking but not answering "in class. Many parts of the language environment enable learners to immerse themselves in the classroom and better grasp the contents of classroom teaching. The sixth part is based on the research and research in this paper. The more... The teaching object of the teaching plan is the students in the junior class. The more... The format and its variants are getting more and more. "The last part of the format is the conclusion. The contents of this article are summarized and the shortcomings of this paper are pointed out.

【學(xué)位授予單位】：安徽大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：H195.3

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