韩国留学生汉语等比句偏误分析
发布时间：2018-08-07 18:29
【摘要】：比较范畴是人类语言中不可或缺的一个语法范畴,人们通过比较来认知世界,将世间万物进行归类整合。不同的语言有着不同的呈现方式,在不同的民族中,比较范畴的表现形式也是共性与个性并存。在对外汉语教学过程中,比较句一直是一个很重要的语法点。韩国留学生在使用汉语表达比较意义时,受到母语语言思维习惯的影响,在学习汉语比较范畴时会出现各种偏误。中韩两种语言的比较句在结构、语序等方面有着各自的特点,本文在总结前人关于中韩等比句研究成果的基础上,确定了以中韩等比句为研究内容进行对比分析,以中高级韩国留学生为测试对象,对测试结果进行偏误分析,希望归纳中高级韩国留学生出现偏误的规律和特点并进行比较,分析原因,找出根源,为比较句的教学改进提出建议,希望能为对外汉语教学的发展做出有价值的研究成果。本文主要从等同关系等比句与近似关系等比句两大方面对汉语等比句式“A跟/和B一样”、“A跟/和B一样……”、“A有B(这么/那么)……”、“A像B一样……”以及相对应的韩语句式进行分析,发现中韩等比句各个句式既有相同点,又有各自的特点。比如,“A跟/和B一样”与“……(?)”句式结构不同,但是省略形式、正反问形式等方面相似,在副词的添加上也有相似之处;“A像B一样……”与“……(?)……”在句子结构、否定形式等方面有差异,但是都不出现比较内容;中韩“有”字句虽然都表示程度义,但在句式结构上有差异,且韩语中的“有”字句更灵活。论文对韩国留学生测试卷中出现的偏误进行统计分析,并对中高级留学生的测试卷进行对比,发现高级班的错误率整体上低于中级班,两个层级的学生出现偏误都多的类型是遗漏、误用,但高级水平的学生误加的情况比较少,而中级学生语义特征不明的偏误很多。以等比句对比分析、测试卷分析结果为依据,本文从“将语言对比应用到教学实践”、“重视对学生偏误句的分析”、“加强语义语用教学”以及“进行分级教学”等四个方面为汉语等比句的课堂教学给出了具体可行的建议,希望对汉语教学能够有所帮助。
[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.
【学位授予单位】：上海外国语大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H195.3
本文编号：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.
【学位授予单位】：上海外国语大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H195.3
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