韩国学生汉语多项状语习得的偏误分析及教学对策
发布时间：2018-09-18 12:58
【摘要】：状语在汉语的句子中是非常重要的一个句法成分，也是外国学生学习中很容易出现偏误的地方。而多项状语较之状语更是难点中的难点，尤其是多项状语连用的顺序存在不固定性，在日常交际中外国学生就常出现由于多项状语顺序不当引起的歧义和误解的现象，所以多项状语问题应当是对外汉语教学研究中不可忽视的问题。因此，我选择以多项状语作为硕士论文的切入点，以北京语言大学“HSK动态作文语料库”中韩国留学生多项状语偏误句及在韩担任汉语教师期间收集的汉阳大学中文系20名学生作文材料中的多项状语偏误句为语料来源，以多项状语本体和第二语言习得研究的理论成果为基础，对偏误语料进行研究分析。 本文分为五个章节。第一章简述了研究的目的和意义，多项状语本体及第二语言习得的研究成果，并对相关的研究工作进行了介绍。第二章对状语的构成成分，多项状语的排列规则和形成规则的影响因素做了简述。第三章根据收集到的韩国学生多项状语的语料进行了偏误类型的归类总结。分为错序、误加、误代、遗漏四种类型，调查得出多项状语的错序为偏误的主要类型。第四章分别从学生、教师、教材三个方面分析了韩国学生多项状语偏误产生的原因。由于多项状语复杂且灵活的排序规则，韩国学生很难掌握，从而出现偏误。另外，教师教学过程中的不重视，教材编写时多项状语知识点的不明确也是出现偏误的重要原因。第五章针对韩国学生多项状语的学习，笔者提出了关于学生方面合理的学习方法，关于对外汉语教学中教师的教学方法和教材编写的重点。 本文通过中介语理论、对比分析理论、偏误分析论文对收集到的偏误句进行了分析研究，并提出了针对学生、教师和教材三方面的意见和建议。希望多项状语问题能在对外汉语教学中引起更多重视，也希望本文能够为对外汉语教学提供一些参考和借鉴。
[Abstract]:Adverbial is a very important syntactic component in Chinese sentences, and it is also a place where foreign students tend to make mistakes. Compared with adverbials, polymorphic adverbials are more difficult than adverbials. Especially, there is uncertainty in the order in which multiple adverbials are used. In daily communication, foreign students often have ambiguity and misunderstanding caused by improper order of adverbials. Therefore, the problem of multiple adverbials should not be ignored in the research of teaching Chinese as a foreign language. Therefore, I choose a number of adverbials as the entry point for my master's thesis. The source of the data is the multi-adverbial errors of Korean students in the HSK dynamic composition Corpus of Beijing language University and the composition materials of 20 students in the Department of Chinese Studies of Hanyang University, which were collected while Korean was a Chinese teacher. Based on the theoretical results of multi-adverbial Noumenon and second language acquisition, this paper analyzes the error corpus. This paper is divided into five chapters. The first chapter briefly introduces the purpose and significance of the research, the research results of multi-adverbial ontology and second language acquisition, and introduces the relevant research work. The second chapter gives a brief description of the composition of adverbial, the arrangement rules of multi-adverbial and the influencing factors of formation rules. The third chapter summarizes the classification of errors according to the collected data of Korean students. It is divided into four types: wrong order, wrong addition, wrong generation and omission. The investigation shows that the wrong order of multiple adverbial is the main type of error. The fourth chapter analyzes the causes of Korean students' multi-adverbial errors from three aspects: students, teachers and textbooks. Due to the complex and flexible collation rules of multiple adverbials, Korean students are very difficult to master, resulting in errors. In addition, the lack of attention in the process of teaching and the unclear knowledge points of many adverbials in the compilation of textbooks are also the important reasons for the errors. In the fifth chapter, aiming at the study of many adverbials of Korean students, the author puts forward some reasonable learning methods about students, the teaching methods of teachers in teaching Chinese as a foreign language and the key points of compiling textbooks. Based on interlanguage theory, contrastive analysis theory and error analysis, this paper makes an analysis of the collected errors, and puts forward some suggestions and suggestions for students, teachers and teaching materials. I hope that many adverbial problems can attract more attention in teaching Chinese as a foreign language, and I hope this paper can provide some reference and reference for teaching Chinese as a foreign language.
【学位授予单位】：沈阳师范大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：H195.3
[Abstract]:Adverbial is a very important syntactic component in Chinese sentences, and it is also a place where foreign students tend to make mistakes. Compared with adverbials, polymorphic adverbials are more difficult than adverbials. Especially, there is uncertainty in the order in which multiple adverbials are used. In daily communication, foreign students often have ambiguity and misunderstanding caused by improper order of adverbials. Therefore, the problem of multiple adverbials should not be ignored in the research of teaching Chinese as a foreign language. Therefore, I choose a number of adverbials as the entry point for my master's thesis. The source of the data is the multi-adverbial errors of Korean students in the HSK dynamic composition Corpus of Beijing language University and the composition materials of 20 students in the Department of Chinese Studies of Hanyang University, which were collected while Korean was a Chinese teacher. Based on the theoretical results of multi-adverbial Noumenon and second language acquisition, this paper analyzes the error corpus. This paper is divided into five chapters. The first chapter briefly introduces the purpose and significance of the research, the research results of multi-adverbial ontology and second language acquisition, and introduces the relevant research work. The second chapter gives a brief description of the composition of adverbial, the arrangement rules of multi-adverbial and the influencing factors of formation rules. The third chapter summarizes the classification of errors according to the collected data of Korean students. It is divided into four types: wrong order, wrong addition, wrong generation and omission. The investigation shows that the wrong order of multiple adverbial is the main type of error. The fourth chapter analyzes the causes of Korean students' multi-adverbial errors from three aspects: students, teachers and textbooks. Due to the complex and flexible collation rules of multiple adverbials, Korean students are very difficult to master, resulting in errors. In addition, the lack of attention in the process of teaching and the unclear knowledge points of many adverbials in the compilation of textbooks are also the important reasons for the errors. In the fifth chapter, aiming at the study of many adverbials of Korean students, the author puts forward some reasonable learning methods about students, the teaching methods of teachers in teaching Chinese as a foreign language and the key points of compiling textbooks. Based on interlanguage theory, contrastive analysis theory and error analysis, this paper makes an analysis of the collected errors, and puts forward some suggestions and suggestions for students, teachers and teaching materials. I hope that many adverbial problems can attract more attention in teaching Chinese as a foreign language, and I hope this paper can provide some reference and reference for teaching Chinese as a foreign language.
【学位授予单位】：沈阳师范大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：H195.3
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