【摘要】：條件復(fù)句的教學(xué)一直是對(duì)外漢語(yǔ)語(yǔ)法教學(xué)的重點(diǎn)和難點(diǎn),也是留學(xué)生易出現(xiàn)偏誤的語(yǔ)法項(xiàng)目之一。本文以高級(jí)階段的韓國(guó)留學(xué)生為研究對(duì)象,用正確使用相對(duì)頻率法對(duì)自然語(yǔ)料和誘發(fā)語(yǔ)料進(jìn)行分析,考察留學(xué)生習(xí)得漢語(yǔ)條件復(fù)句的順序。全文一共分為四章。第一章為引言部分,介紹了選題緣起、研究現(xiàn)狀、研究對(duì)象及理論方法。第二章確定了條件復(fù)句的內(nèi)涵和外延,對(duì)條件復(fù)句各小類(lèi)進(jìn)行邏輯語(yǔ)義分析和句法結(jié)構(gòu)分析,并確定了八個(gè)本文要研究的條件復(fù)句的語(yǔ)法項(xiàng)目。第三章基于調(diào)查問(wèn)卷和HSK動(dòng)態(tài)作文庫(kù)中的語(yǔ)料來(lái)分析高級(jí)階段韓國(guó)留學(xué)生的條件復(fù)句習(xí)得順序及其成因。首先搜集HSK動(dòng)態(tài)作文庫(kù)中的語(yǔ)料并運(yùn)用正確使用相對(duì)頻率法對(duì)各語(yǔ)法項(xiàng)目進(jìn)行排序；然后對(duì)武漢各大高校的高級(jí)階段韓國(guó)留學(xué)生進(jìn)行問(wèn)卷調(diào)查,收集數(shù)據(jù)信息,分析問(wèn)卷質(zhì)量及結(jié)果,再次運(yùn)用正確使用相對(duì)頻率法對(duì)其排序；最后,分析兩種語(yǔ)料來(lái)源的習(xí)得順序成因,得出其習(xí)得順序受四個(gè)因素影響：①認(rèn)知難易程度；②目的語(yǔ)輸入的頻率、時(shí)間和數(shù)量；③本族語(yǔ)使用頻率和廣度；④語(yǔ)言教學(xué)的影響。第四章是對(duì)外漢語(yǔ)條件復(fù)句教學(xué)的建議。在教材編寫(xiě)上,本文建議優(yōu)化條件復(fù)句各語(yǔ)法項(xiàng)目的習(xí)得順序,調(diào)整部分語(yǔ)法項(xiàng)目的復(fù)現(xiàn)次數(shù)及其位置,增加練習(xí)題的類(lèi)型。在教學(xué)目標(biāo)上,本文從語(yǔ)法、語(yǔ)義和語(yǔ)用三個(gè)方面考察了所收集語(yǔ)料,并建議優(yōu)化、細(xì)化教學(xué)目標(biāo)。在教學(xué)方法上,本文提出了對(duì)比分析法和情境教學(xué)法。最后總結(jié)全文,并指出本文的不足之處。
[Abstract]:The teaching of conditional complex sentences has always been the focus and difficulty in the teaching of Chinese grammar as a foreign language, and it is also one of the grammatical items in which foreign students are prone to errors. This paper takes Korean students in advanced stage as the research object, analyzes the natural corpus and induced corpus by using the method of relative frequency correctly, and investigates the order of the acquisition of conditional complex sentences in Chinese by the foreign students. The full text is divided into four chapters. The first chapter is the introduction, which introduces the origin of the topic, research status, research objects and theoretical methods. In the second chapter, the connotation and extension of conditional complex sentence are determined, the logical semantic analysis and syntactic structure analysis of each subcategory of conditional complex sentence are carried out, and the grammatical items of conditional complex sentence are determined. The third chapter analyzes the order and causes of conditional complex sentence acquisition by Korean students at advanced stage based on the questionnaire and the corpus of HSK dynamic composition. First, collect the data from the HSK dynamic composition database and use the correct relative frequency method to sort the grammatical items, and then carry out a questionnaire survey to the Korean students in the advanced stage of Wuhan universities to collect the data and information. The quality and results of the questionnaire are analyzed, and the relative frequency method is used correctly to sort it again. Finally, the reasons for the acquisition order of the two data sources are analyzed, and it is concluded that the acquisition order is affected by four factors: 1) the degree of cognitive difficulty. (2) the frequency, time and quantity of target language input, and the influence of native language use frequency and width on language teaching. The fourth chapter is the teaching of conditional complex sentences as a foreign language. In the compilation of teaching materials, this paper suggests optimizing the acquisition order of each grammatical item of conditional complex sentence, adjusting the number and position of repetition of some grammatical items, and increasing the types of exercises. In terms of teaching objectives, this paper examines the collected corpus from three aspects of grammar, semantics and pragmatics, and proposes to optimize and refine the teaching objectives. In teaching methods, this paper puts forward comparative analysis and situational teaching method. Finally, the paper summarizes the full text and points out the shortcomings of this paper.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類(lèi)號(hào)】：H195.3

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