韓國留學(xué)生漢語等比句偏誤分析
發(fā)布時間：2018-08-07 18:29
【摘要】：比較范疇是人類語言中不可或缺的一個語法范疇,人們通過比較來認知世界,將世間萬物進行歸類整合。不同的語言有著不同的呈現(xiàn)方式,在不同的民族中,比較范疇的表現(xiàn)形式也是共性與個性并存。在對外漢語教學(xué)過程中,比較句一直是一個很重要的語法點。韓國留學(xué)生在使用漢語表達比較意義時,受到母語語言思維習(xí)慣的影響,在學(xué)習(xí)漢語比較范疇時會出現(xiàn)各種偏誤。中韓兩種語言的比較句在結(jié)構(gòu)、語序等方面有著各自的特點,本文在總結(jié)前人關(guān)于中韓等比句研究成果的基礎(chǔ)上,確定了以中韓等比句為研究內(nèi)容進行對比分析,以中高級韓國留學(xué)生為測試對象,對測試結(jié)果進行偏誤分析,希望歸納中高級韓國留學(xué)生出現(xiàn)偏誤的規(guī)律和特點并進行比較,分析原因,找出根源,為比較句的教學(xué)改進提出建議,希望能為對外漢語教學(xué)的發(fā)展做出有價值的研究成果。本文主要從等同關(guān)系等比句與近似關(guān)系等比句兩大方面對漢語等比句式“A跟/和B一樣”、“A跟/和B一樣……”、“A有B(這么/那么)……”、“A像B一樣……”以及相對應(yīng)的韓語句式進行分析,發(fā)現(xiàn)中韓等比句各個句式既有相同點,又有各自的特點。比如,“A跟/和B一樣”與“……(?)”句式結(jié)構(gòu)不同,但是省略形式、正反問形式等方面相似,在副詞的添加上也有相似之處;“A像B一樣……”與“……(?)……”在句子結(jié)構(gòu)、否定形式等方面有差異,但是都不出現(xiàn)比較內(nèi)容;中韓“有”字句雖然都表示程度義,但在句式結(jié)構(gòu)上有差異,且韓語中的“有”字句更靈活。論文對韓國留學(xué)生測試卷中出現(xiàn)的偏誤進行統(tǒng)計分析,并對中高級留學(xué)生的測試卷進行對比,發(fā)現(xiàn)高級班的錯誤率整體上低于中級班,兩個層級的學(xué)生出現(xiàn)偏誤都多的類型是遺漏、誤用,但高級水平的學(xué)生誤加的情況比較少,而中級學(xué)生語義特征不明的偏誤很多。以等比句對比分析、測試卷分析結(jié)果為依據(jù),本文從“將語言對比應(yīng)用到教學(xué)實踐”、“重視對學(xué)生偏誤句的分析”、“加強語義語用教學(xué)”以及“進行分級教學(xué)”等四個方面為漢語等比句的課堂教學(xué)給出了具體可行的建議,希望對漢語教學(xué)能夠有所幫助。
[Abstract]:Comparative category is an indispensable grammatical category in human language. Different languages have different ways of presentation. In different nations, the expression of comparative category is the coexistence of commonness and individuality. In the process of teaching Chinese as a foreign language, comparative sentences have always been a very important grammatical point. When Korean students express their comparative meanings in Chinese, they are influenced by their native language thinking habits, and there are many kinds of errors in learning Chinese comparative category. The comparative sentences in Chinese and Korean have their own characteristics in terms of structure and word order. On the basis of summing up the previous research results of Chinese and Korean isometric sentences, this paper makes a contrastive analysis of the comparative sentences between China and Korea. Taking the middle and advanced Korean students as the test object, this paper analyzes the error of the test results, hoping to sum up the rules and characteristics of the errors of the middle and advanced Korean students, and to compare them, analyze the reasons, and find out the root causes. In order to improve the teaching of comparative sentences, we hope to make valuable research results for the development of teaching Chinese as a foreign language. In this paper, the Chinese syntactic sentence "A is the same as / and B", "A has B (so / so)", "A is like B". Through the analysis of the corresponding Korean sentence patterns, it is found that each sentence pattern of Chinese and Korean isobaric sentences has both similarities and features. For example, "A is like / and B" and ". (?)" The sentence structure is different, but the ellipsis form, the positive question form and so on are similar, also has the similarity in the adverb addition: "A is like B". And ". (?)." There are differences in sentence structure, negative form and so on, but there are no comparative contents. Although both Chinese and Korean "you" sentences indicate degree of meaning, there are differences in sentence structure, and the word "you" in Korean is more flexible. The paper makes a statistical analysis of the errors in the test papers of Korean international students, and compares the test papers of the middle and advanced foreign students. It is found that the error rate of the advanced class is lower than that of the intermediate class as a whole. The types of students with more errors in both levels are omissions and misuses, but students at the advanced level are less likely to add errors, while intermediate students have a lot of errors with unknown semantic characteristics. Based on the contrastive analysis of isometric sentences and the analysis results of test papers, this paper starts from "applying language contrast to teaching practice" and "paying attention to the analysis of students' errors". The four aspects of "strengthening the semantic pragmatic teaching" and "carrying out graded teaching" give concrete and feasible suggestions for the classroom teaching of Chinese equivalent sentences, hoping to be helpful to the teaching of Chinese.
【學(xué)位授予單位】：上海外國語大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：H195.3
本文編號：2170949
[Abstract]:Comparative category is an indispensable grammatical category in human language. Different languages have different ways of presentation. In different nations, the expression of comparative category is the coexistence of commonness and individuality. In the process of teaching Chinese as a foreign language, comparative sentences have always been a very important grammatical point. When Korean students express their comparative meanings in Chinese, they are influenced by their native language thinking habits, and there are many kinds of errors in learning Chinese comparative category. The comparative sentences in Chinese and Korean have their own characteristics in terms of structure and word order. On the basis of summing up the previous research results of Chinese and Korean isometric sentences, this paper makes a contrastive analysis of the comparative sentences between China and Korea. Taking the middle and advanced Korean students as the test object, this paper analyzes the error of the test results, hoping to sum up the rules and characteristics of the errors of the middle and advanced Korean students, and to compare them, analyze the reasons, and find out the root causes. In order to improve the teaching of comparative sentences, we hope to make valuable research results for the development of teaching Chinese as a foreign language. In this paper, the Chinese syntactic sentence "A is the same as / and B", "A has B (so / so)", "A is like B". Through the analysis of the corresponding Korean sentence patterns, it is found that each sentence pattern of Chinese and Korean isobaric sentences has both similarities and features. For example, "A is like / and B" and ". (?)" The sentence structure is different, but the ellipsis form, the positive question form and so on are similar, also has the similarity in the adverb addition: "A is like B". And ". (?)." There are differences in sentence structure, negative form and so on, but there are no comparative contents. Although both Chinese and Korean "you" sentences indicate degree of meaning, there are differences in sentence structure, and the word "you" in Korean is more flexible. The paper makes a statistical analysis of the errors in the test papers of Korean international students, and compares the test papers of the middle and advanced foreign students. It is found that the error rate of the advanced class is lower than that of the intermediate class as a whole. The types of students with more errors in both levels are omissions and misuses, but students at the advanced level are less likely to add errors, while intermediate students have a lot of errors with unknown semantic characteristics. Based on the contrastive analysis of isometric sentences and the analysis results of test papers, this paper starts from "applying language contrast to teaching practice" and "paying attention to the analysis of students' errors". The four aspects of "strengthening the semantic pragmatic teaching" and "carrying out graded teaching" give concrete and feasible suggestions for the classroom teaching of Chinese equivalent sentences, hoping to be helpful to the teaching of Chinese.
【學(xué)位授予單位】：上海外國語大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：H195.3
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