| 本研究的重要目标是为了掌握将韩国语作为外语进修的中国粹习者的“（？）”和“（？）”的习得进程。本文从中介语的角度来剖析分歧说话程度的中国粹习者在进修“（？）”和“（？）”的进程中的中介语蓬勃特点，免费韩语论文，在此基本上提出教材解释计划，并对教导战略提出建议。为了完成这一研究目标,本论文由以下几个部门组成。第1章，引见本论文的研究目标和需要性、研究内容和办法，并总结归纳综合后人在“（？）”和“（？）”的研究方面所获得的结果。第2章，论述了偏误和中介语的关系、第2说话习得的蓬勃阶段和“（？）”和“（？）”的意义和统辞功效等实际配景。并剖析本论文的研究对象就读的广东外语外贸年夜学所运用的韩国语教材中对“（？）”和“（？）”的语法解释所存在的成绩。第3章，对研究对象的选定尺度和本研究所运用的语法断定测试的组成措施停止了详实的解释。第4章的对换查的成果停止了具体的剖析，韩语毕业论文，剖析的成果以下：起首在“（？）”和“（？）”的意义习得方面的精确度顺次为“-（？）3（0.92）>-（？）2（0.90）>-（？）1（0.67）>-（？）3（0.51）>-（？）1（0.46）”。个中在表缘由的“-（？）1”和表来由的“-（？）1”的习得方面，各个阶段的进修者都表示出较低的精确度。这是由于表缘由的“-（？）1”和表来由的“-（？）1”的意义邻近，是以轻易涌现误用偏误。另外，进修者在高等阶段仍没能习得表现时光关系的“-3”的意义功效，这是由于教材不曾说起此功效。在统辞方面，依据进修者的说话才能，重要出现出和进修者的说话才能成反比例的渐进式蓬勃形式和U字型蓬勃形式。前分句的时制制约的习得出现出和进修者说话才能成反比例的渐进式蓬勃形式，进修者终究习得了这些制约。而且可以得知，进修者对于包含时态等语法要素的句子形状异常存眷。句法制约和前后分句的主语分歧制约的习得出现出U字型蓬勃形式。进修者在低级阶段能准确运用这些功效，然则到了中级阶段，在进修者在从新整合这些的语律例则的进程中，涌现了更多偏误，出现出U字型的蓬勃形式。第5章在第4章剖析成果的基本上，对“-（？）”和“-（？）”的教导提出了建议。因为韩国语教材对“-（？）”和“-（？）”没有停止周全的解释，招致进修者在习得进程中感到艰苦，是以此章对“-（？）”和“-（？）”的教材语法解释提出了建议。在指点战略方面，建议从先从简略的语法功效开端，由简到难，慢慢深刻，别的对“-（？）”和“-（？）”的运用上的制约的周全传授也异常需要。另外，还要依照进修者的说话才能的分歧而停止指点。 Abstract: An important goal of this research is to grasp the Korean as a foreign language learning Chinese to learn the "(?)" And "(?)" The process of the acquisition. This from the perspective of Interlanguage Analysis of different degree Chinese who learn to speak in the study "(?)" And "(?)" In the process of interlanguage has characteristics, this basically puts the material to explain the plan, and puts forward some suggestions on teaching strategy. In order to achieve the research goal, this thesis consists of the following departments. The first chapter introduces the research goal and necessity, research contents and methods, and summarized the comprehensive in the future "(?)" And "(?)" The obtained research results. The second chapter discusses the second partial relations, error and Interlanguage talk acquisition vigorous stage and "(?)" And "(?)" The significance and function of the actual background speech system. And analyze in this thesis research object at the Guangdong Foreign Language University Applied Korean language textbooks (?)" And "(?)" The existing grammar explanation results. The third chapter, the selected scale on the research object and used in this study concluded that the test method of grammar to stop a detailed explanation. Stop a concrete analysis of the fourth chapter on the survey results, analysis of the results in the following: first, "(?)" And "(?)" In the accuracy of meaning acquisition "- (?) 3 (0.92) > - (?) 2 (0.90) > - (?) 1 (0.67) > - (?) 3 (0.51) > - (?) 1 (0.46)". The reason in the table "- (?) Table 1 "and reason" - (?) The acquisition of 1 ", the various stages of the study have shown a low precision. This is due to the reason of table "- (?) Table 1 "and reason" - (?) Adjacent to the 1 "meaning, is easy to appear to misuse bias. In addition, learners in higher stage still failed to show the relationship between the acquisition time of the meaning of "-3" effect, this is because the teaching materials did not speak of this effect. In the speech, on the basis of learners to speak, and show important learners to speak in inverse proportion to the progressive form of vigorous and U font vigorous form. Before the clause of restricting the acquisition appears and study their talk to inversely proportional to the gradual vigorous forms, the learner eventually acquisition into these constraints. It can be learned, learning about tense sentences contain grammatical elements of shape concern. The differences of syntactic constraints and subject clauses before and after control of the acquisition appears U font vigorous form. Learners in the lower stage can accurately using these effects, but in the intermediate stage, in learners in the process from the new integration of these statutes of the language of, the emergence of a more errors, a U-shaped vigorous forms. The fifth chapter analyzes the results in Chapter fourth, basically, "- (?)" And "- (?)" Proposed guidance. Because of Korean language textbooks "- (?)" And "- (?)" No comprehensive explanation, lead learners in the acquisition process was hard, this chapter on "- (?)" And "- (?)" The textbook grammar explanation proposed. In a strategic guide, advice from from simple grammar effect beginning, from simple to difficult, slowly deep. In addition to the "-" And "- (?)" The application of the comprehensive teaching also need to restrict the abnormal. In addition, according to the differences of learners speak in order to stop pointing. 目录: |
