韩国学生习得时量补语偏误研究

发布时间：2018-06-20 00:51

本文选题：对外汉语教学 + 时量补语　；参考：《吉林大学》2017年硕士论文

【摘要】：时量补语作为数量补语的一个分支,它表示动作从开始到结束所经历的时间或动作完成后状态所持续的时间。在对时量补语的本体研究中,主要集中于其在现代汉语语法中出现的形式、位置、语义、语用、语法功能等方面,另有一些偏理论性的语法书籍中也利用了时量补语作为例子进行论证。而在对外汉语教学书籍中对时量补语的研究寥寥无几。韩国留学生在学习时量补语容易产生偏误的主要原因之一是时量补语语法复杂多变,较为繁多,在表达含有时量补语的句子时,时量补语会因为宾语性质的变化,如:一般名词、人称代词或宾语较长;动词的变换,如:持续性动词、瞬间性动词和离合词;“了”的影响,以及一些特殊句式的变化,时量补语的位置、语义、语用也会发生一些变动。另外一个重要原因为韩国学生受第一语言的负迁移影响,韩国语法中没有补语的概念,这导致韩国学生在习得这部分语法时显得有些吃力。本文主要集中在研究韩国留学生在学习时量补语时产生的偏误类型,将从状语和补语的区分、动词为持续性和瞬间性、离合词、宾语为一般名词、人称代词、处所词、有定无定以及宾语较长、“了”的变化和否定句中进行分散分析。同时,针对韩国留学生经常使用的教材《汉语教程》和《汉语口语速成》两本教材,分析目前对外汉语教材中对时量补语的讲解阶段和程度水平。最后针对研究结果总结韩国留学生产生偏误的原因,并提出合理性的教学建议来指导教学,并大胆地展示出作者在实践中归纳的有效的教学方法。
[Abstract]:As a branch of quantitative complement, time complement represents the duration of the action from the beginning to the end or after the completion of the action. In the study of the ontology of time complement, it mainly focuses on the form, position, semantics, pragmatics, grammatical function and so on, which appear in modern Chinese grammar. Other partial theoretical grammar books also use time complement as an example to demonstrate. However, there are few researches on time complement in the books of teaching Chinese as a foreign language. One of the main reasons why Korean students tend to produce errors in studying time complement is that the grammar of time complement is complex and changeable, and it is more varied. When expressing a sentence with time complement, the time complement will be caused by the change of object nature. For example: general nouns, personal pronouns or objects are longer; verb transformations, such as persistent verbs, instantaneous verbs and disjunctive words; the influence of "already", as well as the changes in some special sentence patterns, the position and semantics of time complements, There will also be some changes in pragmatics. Another important reason is that Korean students are affected by the negative transfer of the first language. There is no concept of complement in Korean grammar, which makes Korean students seem to have some difficulty in acquiring this part of grammar. This paper mainly focuses on the study of the types of errors produced by Korean students in studying complements. From the distinction between adverbial and complement, the verb is continuous and instantaneous, and the object is a general noun, a personal pronoun, a locative word. There is definite and indefinite and object is long, the change of "er" and negative sentence are analyzed separately. At the same time, aiming at the two textbooks "Chinese tutorials" and "accelerated Chinese spoken language", which are often used by Korean students, this paper analyzes the stage and level of explaining time complements in the current textbooks of Chinese as a foreign language (TCFL). In the end, the author summarizes the reasons for the errors of Korean students, puts forward reasonable teaching suggestions to guide the teaching, and boldly shows the effective teaching methods that the author induces in practice.
【学位授予单位】：吉林大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H195.3

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