中高级水平韩国学生习得汉语“了”的偏误分析及教学对策

发布时间：2018-03-16 07:24

本文选题：韩国学生　切入点：中高级水平　出处：《复旦大学》2013年硕士论文　论文类型：学位论文

【摘要】：助词“了”是汉语中一项重要的语法项目,也是韩国学生学习汉语中的难点。即使到了中高级阶段,高水平的学生还是会出现一定的偏误,并且有一定的重复性和规律性。对外汉语教学对此阶段的学生的习得关注更多集中在篇章中,如考察学生的写作中篇章连接词的使用等,但篇章是由每一个句子组成的,中高级阶段的教学往往忽略了学生学习过程中始终伴随的偏误输出,仍会犯一些初级的错误。因此本文的考察偏误出发点就放在韩国学生经常出现偏误的句式上,从句子结构上解决学生的偏误问题,从而才能够解决更为复杂的篇章写作问题。本文第二章总结了前人对对外汉语教学中的“了”的偏误研究综述,在借鉴前人研究的经验上,对中高级阶段的韩国学生“了”的偏误进行了专门研究。按照出错频率高低的句式来总结“了”的偏误,这是本文的一个创新点。本文的第三章对汉语“了”的语法特点进行了概述,从“了”的语法意义、与时间的关系以及在句中的位置三方面,对“了”的语法功能和特点进行了阐述。此章在理论叙述的基础上为下一章的偏误分析做铺垫。重点是第四章,本文从全新的角度进行偏误分析。首先对北京语言大学动态语料库中中高级韩国学生出现的关于“了”的错句进行检索,整合成一个综合的偏误类型表格,将韩国学生容易出现偏误的各种句式进行了总结。之后再进一步验证上述总结的偏误类型,对复旦大学在读的本科三四年级的韩国留学生制定了调查问卷,真实考察学生在“了”的偏误输出情况以及是否与之前的总结相一致。最后针对中高级阶段韩国学生还会规律性出现的偏误进行了原因分析,从外部的“教”及内部的“学”等不同角度来寻找原因。最后一章是针对“了”的偏误提出相关教学建议,并设计了专题语法课的课堂教学。在教学中,将学生经常出现的偏误条例化,直观的展现给学生,并有意识有目的性的提高学生习得的自觉意识,最后再通过随堂的练习加以巩固。
[Abstract]:The auxiliary word "Xue" is an important grammatical item in Chinese and also a difficulty for Korean students in learning Chinese. Even at the middle and advanced stage, some errors will still occur among high-level students. Moreover, there are some reproducibility and regularity. TCFL pays more attention to the acquisition of students at this stage, such as examining the use of discourse connectors in students' writing, but the text is composed of each sentence. The middle and advanced stage of teaching often neglects the output of errors which always accompany the students' learning process, and still makes some primary mistakes. Therefore, the starting point of the investigation errors in this paper lies in the sentence patterns in which Korean students often appear errors. In order to solve the more complicated text writing problem, the problem of students' errors can be solved from the perspective of sentence structure. In the second chapter, the author summarizes the previous researches on the errors in teaching Chinese as a foreign language. This paper makes a special study on the errors of Korean students in the middle and advanced stage, and sums up the errors according to the sentence structure of the error frequency, which is an innovation of this paper. In the third chapter, the grammatical characteristics of Chinese "Na" are summarized, from three aspects: the grammatical meaning, the relationship with time and the position in the sentence. The grammatical functions and characteristics of "Xue" are expounded. This chapter paves the way for the error analysis of the next chapter on the basis of theoretical narration. The emphasis is 4th chapters. This paper analyzes the errors from a new angle. Firstly, it retrieves the wrong sentences of the middle and advanced Korean students in the dynamic corpus of Beijing language and language University, and integrates them into a comprehensive error type table. This paper summarizes the various sentence patterns in which Korean students are prone to errors, and further verifies the types of errors mentioned above, and formulates a questionnaire for Korean students in Grade 3 and Grade 4 of Fudan University. To investigate the error output of students in "er" and whether it is consistent with the previous conclusion. Finally, the reasons for the regular errors of Korean students at the middle and advanced stage are analyzed. From the external "teaching" and internal "learning" and other different angles to find out the reasons. The last chapter is to put forward the related teaching suggestions for the errors of "has", and has designed the classroom teaching of the special grammar course. In the teaching, the students' errors often appear in the regulation, show to the students intuitively, And consciously and purposefully improve the students' awareness of acquisition, and finally through the classroom practice to consolidate.
【学位授予单位】：复旦大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195

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