韩国学生“比”字句偏误分析
发布时间：2018-08-04 18:49
【摘要】： “比”字句是由“比”字短语充当状语的一种差比句。同“把”字句、“被”字句等其他特殊句式一样,一直以来颇受汉语研究者的重视。而在对外汉语教学界,多数对韩汉语教材把“比”字句列为初级阶段的语法重点之一。这一时期的韩国留学生由于学习汉语时间不长,在习得“比”字句的时候,往往会受到自己母语的负迁移,或者对“比”字句的句法、语义、语用规则不甚了解,因此出现种种偏误。许多韩国学生到了高级阶段,依旧不能正确使用“比”字句。 本文以中介语理论及偏误分析理论为指导,在汉语本体“比”字句研究和第二语言“比”字句习得研究的基础上,针对韩国留学生的习得特点设计了调查问卷,并从句法、语义、语用的角度对问卷中韩国学生普遍出现的、有规律的偏误句子进行分析,总结韩国学生在“比”字句习得中出现的偏误类型,找出产生偏误的根源所在,例如母语负迁移、目的语过度泛化等。根据调查的结果,对“比”字句教材编写、“比”字句语法教学以及对外汉语教师素质等方面提出了几点改进建议。 本文共分为四个部分: 第一部分介绍了中介语理论和偏误分析理论以及我国偏误分析研究的情况。 第二部分是有关汉语“比”字句的相关研究概述,主要介绍了“比”字句句法、语义、语用三个层面的研究情况、“比”字句各组成部分的本体研究情况。以及从对外汉语角度对“比”字句的研究情况。 第三部分是关于韩国学生“比”字句的偏误分析。包括:研究范围的确定、数据的统计、偏误类型的总结、偏误原因的分析以及韩国学生对调查问卷中十五类“比”字句式的习得情况分析等。 第四部分是对“比”字句教学的建议。结合第三章的研究结果,主要从“比”字句教材编写和课堂教学两个方面进行论述,对教材编写、课堂教学以及教师的素质提出了改进建议。
[Abstract]:"Bi" sentence is a kind of difference sentence which is used as adverbial by "bi" phrase. Like "Ba", "Bei" and other special sentence patterns, Chinese researchers have always attached great importance to them. In the field of teaching Chinese as a foreign language, most of the teaching materials include "Bi" sentence as one of the grammatical emphases in the primary stage. Because of the short time of learning Chinese, Korean students in this period often suffer from negative transfer of their mother tongue when they acquire "bi", or they do not know much about the syntax, semantics and pragmatic rules of "bi". As a result, there are all sorts of errors. Many Korean students have reached advanced levels and still fail to use the word "bi" correctly. Under the guidance of interlanguage theory and error analysis theory, based on the study of Chinese Noumenon "Bi" sentence and the second language "Bi" sentence acquisition, this paper designs a questionnaire according to the characteristics of Korean students' acquisition, and designs a questionnaire based on syntax. From the perspective of semantics and pragmatics, this paper analyzes the common and regular errors of Korean students in the questionnaire, summarizes the types of errors that occur in the acquisition of "Bi" sentences, and finds out the root causes of the errors. For example, negative transfer of mother tongue, overgeneralization of target language and so on. According to the results of the investigation, this paper puts forward some suggestions to improve the teaching materials of "bi", grammar teaching of "bi" and the quality of teachers of Chinese as a foreign language. This thesis is divided into four parts: the first part introduces the theory of interlanguage and error analysis and the research of error analysis in China. The second part is an overview of the research on Chinese "Bi" sentence, mainly introduces the syntactic, semantic and pragmatic aspects of "Bi" sentence, and the ontological study of each component of "bi" sentence. And from the perspective of Chinese as a foreign language to the "Bi" sentence research. The third part is about Korean students'error analysis of "Bi" sentence. It includes: the determination of the research scope, the statistics of the data, the summary of the types of errors, the analysis of the causes of the errors and the analysis of the acquisition of the 15 types of "bi" word patterns in the questionnaire by Korean students. The fourth part is the suggestion to the teaching of the word "bi". Combined with the results of the third chapter, this paper mainly discusses the compiling of "bi" sentence teaching materials and classroom teaching, and puts forward some suggestions to improve the teaching materials, classroom teaching and teachers' quality.
【学位授予单位】：北京语言大学
【学位级别】：硕士
【学位授予年份】：2009
【分类号】：H195
本文编号：2164790
[Abstract]:"Bi" sentence is a kind of difference sentence which is used as adverbial by "bi" phrase. Like "Ba", "Bei" and other special sentence patterns, Chinese researchers have always attached great importance to them. In the field of teaching Chinese as a foreign language, most of the teaching materials include "Bi" sentence as one of the grammatical emphases in the primary stage. Because of the short time of learning Chinese, Korean students in this period often suffer from negative transfer of their mother tongue when they acquire "bi", or they do not know much about the syntax, semantics and pragmatic rules of "bi". As a result, there are all sorts of errors. Many Korean students have reached advanced levels and still fail to use the word "bi" correctly. Under the guidance of interlanguage theory and error analysis theory, based on the study of Chinese Noumenon "Bi" sentence and the second language "Bi" sentence acquisition, this paper designs a questionnaire according to the characteristics of Korean students' acquisition, and designs a questionnaire based on syntax. From the perspective of semantics and pragmatics, this paper analyzes the common and regular errors of Korean students in the questionnaire, summarizes the types of errors that occur in the acquisition of "Bi" sentences, and finds out the root causes of the errors. For example, negative transfer of mother tongue, overgeneralization of target language and so on. According to the results of the investigation, this paper puts forward some suggestions to improve the teaching materials of "bi", grammar teaching of "bi" and the quality of teachers of Chinese as a foreign language. This thesis is divided into four parts: the first part introduces the theory of interlanguage and error analysis and the research of error analysis in China. The second part is an overview of the research on Chinese "Bi" sentence, mainly introduces the syntactic, semantic and pragmatic aspects of "Bi" sentence, and the ontological study of each component of "bi" sentence. And from the perspective of Chinese as a foreign language to the "Bi" sentence research. The third part is about Korean students'error analysis of "Bi" sentence. It includes: the determination of the research scope, the statistics of the data, the summary of the types of errors, the analysis of the causes of the errors and the analysis of the acquisition of the 15 types of "bi" word patterns in the questionnaire by Korean students. The fourth part is the suggestion to the teaching of the word "bi". Combined with the results of the third chapter, this paper mainly discusses the compiling of "bi" sentence teaching materials and classroom teaching, and puts forward some suggestions to improve the teaching materials, classroom teaching and teachers' quality.
【学位授予单位】：北京语言大学
【学位级别】：硕士
【学位授予年份】：2009
【分类号】：H195
【引证文献】
相关博士学位论文 前1条
1 李菡幽;基于学习策略的汉语作为第二语言语法偏误研究[D];福建师范大学;2011年
相关硕士学位论文 前2条
1 阮氏练;越南留学生“比”字句偏误分析[D];吉林大学;2011年
2 陈安泰;初级水平韩国留学生“比”字句偏误分析[D];华中师范大学;2011年
，本文编号：2164790
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