| 本文的目标在于在剖析韩中味觉描述词形状和意义差异的基本上，为中国粹生供给有用的韩语味觉描述词教授教养计划。在外语教授教养进程中，进修阶段越高对辞汇的请求也会越高。为了加倍顺畅的交换，进修者不只应当进修辞汇的根本意义，也应当进修隐喻意义。个中，韩语根本的6个味觉描述词里以词根为中间衔接了各类词缀或许由音韵瓜代而构成的辞汇非常丰硕。本文对韩中味觉描述词停止比较剖析后发明，韩语描述词在乎义上“一对多”的情形比拟多，相反汉语味觉描述词“一对多”的情形绝对要少一些。韩语的味觉向嗅觉、视觉、听觉和笼统范畴转移的情形中，中国粹生运用韩语味觉描述词的偏误异常多。这与语际迁徙，语内迁徙和教材内容等缘由有着莫年夜接洽。韩语味觉描述词经由过程词缀和音韵瓜代的措施来表示滋味之间奥妙的差别，韩语论文网站，这让韩语进修者在运用进程中常常发生偏误。本文以进修者运用味觉描述词的偏误类型和缘由为根据，韩语毕业论文，论述了韩语味觉描述词教导的目标和内容，并提出了教授教养计划。个中教授教养计划重要是从阶段性教授教养法、意义扩大道理教授教养法、文脉中间教授教养法这三个方面来论述的。本文剖析了进修者现实的进修材料和发生的各类偏误，以此为基本提出的教授教养计划是有必定意义的。 Abstract: The aim of this is to analyze in Korea taste description of shape and meaning differences basically, describe the word teaching plan for Korean students taste Chinese supply useful. In the process of foreign language teaching, the higher the learning stage is, the higher the request will be. In order to make a more smooth exchange, the learners should not only learn the essential meaning of the vocabulary, but also learn the meaning of metaphor. Among them, 6 fundamental descriptive words in Korean taste to root as the middle link of affixes or by a glossary of phonological turn very fruitful. Based on the description of Korea taste stop comparing analysis after the invention of Korean word meaning "one to many" situation more, contrary to Chinese sense of taste words describe the situation of "one to many" absolutely less. Korean taste transfer to the olfactory and visual, auditory and general category of cases, China students applied Korean taste description error anomaly. The interlanguage migration, language migration and material content reason is having greatest. Korean taste adjective affixes and rhyme through the method to represent the taste of alternating between subtle differences, which makes Korean learners often occur in the process of application error. This , based on the error types and reasons of the learners' application of taste words, discusses the goal and content of the teaching of the sense of taste in Korean, and puts forward the teaching plan. It is discussed in three aspects: the teaching method of the stage, the significance of the teaching method, the significance of the teaching method and the teaching method. This analyzes the learning materials and the occurrence of the study of the learning materials and all kinds of errors, so as to have a certain significance of the teaching plan. 目录: 外文摘要 4-6 摘要 6 目录 7-9 正文 9-89 参考文献 89-95 附录 95-99 致谢 99-101 |
