| 本文以Talmy的事宜框架实际为基本,经由过程剖析我们以为汉语是一种非典范的卫星框架说话,韩语是一种特别的动词框架说话。由于两种说话框架分歧,表现统一个位移事宜的措施也分歧,汉语是经由过程动趋式(V1/V2)构造来表现位移事宜,韩语则是用几个动词联合而成的复合挪动动词来表现位移事宜。汉语的趋势动词是韩语为母语的先生进修汉语的难点,也是对外汉语教授教养中的研究重点。韩语没有趋势补语,固然汉语的(V1/V2)构造跟韩语的复合挪动动词在情势和意义上存在许多类似点,但同时两种说话也有很年夜分歧。经由过程研究,笔者发明先生在习得趋势补语时涌现的偏误跟两种说话的类型差别亲密相干。第一,由于两个说话的类型分歧,所以表达位移事宜的措施分歧。第2、两种说话的语序分歧,语序是作用进修者进修第二说话的最主要身分之一。汉语是SVO说话,而韩语是SOV说话,是以教授教养的时刻先生须要留意这差别。从详细的情势看,汉语“V1/简略趋势动词”情势中须要留意V2有无包括“指导”成份,假如没有包括,在韩语里为了构成复合挪动动词得加上“来/去”。“V1/复合趋势动词”的情势跟韩语完整分歧,这是由于汉语的复合挪动动词自己都包括“来/去”,是以不会有混杂的情形。汉语“V1/简略趋势动词/宾语”情势,由于汉语是SVO说话,宾语处于复合趋势动词的后边,而韩语是SVO说话,宾语处于复合挪动动词的前边。看汉语“V1/复合趋势动词/宾语”的情势,值得留意的是,在汉语里宾语跟复合趋势补语同时涌现有两种分歧的语序,一种是“动词/趋1/宾语/趋2(转义)”；另外一种是“动词/复合趋势动词(转义)/宾语”,但在韩语里跟它响应的语序只前者情势,是以,运用前一个情势会产生母语正迁徙景象,而运用后一个情势会产生母语负迁徙景象,韩语为母语先生的毛病率就反应这两种景象(在中级阶段前一个情势的毛病率为0%,后一个情势的毛病率是87.5%)。第三,在韩语里有其实不是一切的活动类动词都经由过程复合挪动动词来表现挪动事宜,它们各有本身的特色,是以教授教养的时刻必需得强调这类动词的特色和跟汉语的差别。最初本文经由过程研究剖析和韩语为母语的先生的现实毛病率来得出他们对相干构造的习得情形和习得次序,我们以为教授教养的次序应该为：1.动词/简略趋势动词(转义),韩语的最简略情势的复合挪动动词’2.动词/复合趋势动词(转义),几个动词联合而成的韩语复合挪动动词3.动词/简略趋势动词(转义)/宾语4.动词/趋1/宾语/趋2(转义)5.动词/复合趋势动词(转义)/宾语6.韩语单音节、双音节活动类动词的特色总之,教员应当懂得先生在习得趋势动词进程中涌现的偏误及其缘由,也应当参考先生对各类趋势动词的习得次序,这类研究可以或许使我们在对母语为韩语的先生停止教授教养时更具有针对性,即可以或许晓得几种动趋式构造中哪一个项目应当先教,哪一个项目应当后教,从而削减教授教养中的自觉性,进步教授教养效力和教授教养后果。 Abstract: In this , the Talmy framework for the basic issues, through the process of analysis we think that Chinese is a kind of atypical pneumonia model of the satellite framework to speak, Korean is a special verb framework to speak. Because the two talk in differences framework, the unified displacement matters is different also, Chinese is through the process of dynamic trend of type (V1/V2) is constructed performance displacement matters, Korean is with a few verbs with composite move verbs to express the displacement matters. The trend verb in Chinese is the difficulty in the study of Chinese by the native speaker of the Chinese language, and it is also the focus of the study on the teaching of Chinese as a foreign language. There is no trend complement, although the Chinese language (V1/V2) structure with Korean compound verb in the form and meaning there are many similar points, but at the same time the two kinds of speech also has a very big difference. Through the process of research, the author finds that in the acquisition of the trend of complement when the deviation with the two kinds of different types of talk. First, due to the two different types of speech, so the way to express the displacement of differences. Second, two speak word order differences, word order is the main effect of learners learning to speak one of the second. Chinese is SVO speak, and Korean is SOV speak, is a professor at the moment of the need to pay attention to this difference. From a detailed look at the situation, Chinese "V1/ simple trend verb" situation in the need to pay attention to the V2 has not included "guidance" ingredients, if not included, in Korean in order to form a compound move verb plus "come / go". "V1/ compound trend verb" situation with the Korean complete differences, this is because of the Chinese compound verbs themselves include "come / go", is not a mixed situation. "Trend of V1/ brief the verb / object" situation in Chinese, because Chinese is speak SVO, object in behind the composite tendency verb, and Korean is speak SVO, the object in front of the composite move verbs. Mr. scene only hastens the a-mount of increasingly / composite "Chinese V1/ trend verb object situation, it is worth attention is that in Chinese object with compound trend complement emerged at the same time, there are two kinds of different word order, a kind of" Verb / object / 2 (escape) "; another is" verb / composite tendency verb (escape) / object ", but in Korean with its response to the order of the former regime, is the application of a situation with a tongue positive migration scene, and the application of a situation will produce mother tongue negative migration, Korean speaking fault rate response of the two scenes in intermediate stage before a situation of the fault rate is 0%, a situation of the fault rate is 87.5%). Third, in Korean is actually not all verbs are through the process of composite move verbs to express move matters, each of them has its own characteristics is to the teaching of the moment must emphasize this kind of verb characteristics and differences of Chinese. This article first through the process of research and analysis and Korean speakers Mr. reality to draw them on the failure rate of coherent structure acquisition and acquisition order, we thought the teaching order should be: 1 verb / verb (escape), a trend of the most simple form of Korean compound verbs' 2 move verb / verb compound trend (escape), a few verbs coalesced into Korean compound verbs 3 move verb / verb (escape) simple trend 4 / object verb / object / 2 (1/ chemokine chemokine escape) 5 verb / verb (escape) in the composite trend / object 6 Korean monosyllabic and disyllabic verbs activity characteristics, teachers should the errors in the acquisition of verb know Mr. emerging trend in the process of its reason, should also be of various types of verb acquisition order trend reference sir, this kind of research can make us in the native Korean students to teach Teach parenting is more targeted, can probably know several dynamic trend type structure in which projects should be to teach, which projects should be to teach, and cut teaching consciousness and progress of teaching effectiveness and teaching consequences. 目录: |
