| AB/BA异序词固然在汉、韩辞汇中所占比例其实不多，但在全部辞汇体系中却占领主要的位置。经由过程比拟汉、韩AB/BA异序词来源发明二者之间存在着必定的关系，韩语毕业论文，特别是韩语，很年夜一部门AB/BA异序词来源于汉语，因此汉、韩AB/BA异序词的研究对于韩国粹习者来讲会发生较年夜的迁徙感化。据此将汉、韩AB/BA异序词从情势上分红三种，即：在两国中都存在（22）；汉语中全有，韩语只要其一（21）；汉语和韩语没有对应关系（20）。厥后又从意义大将其分为四类：语素序倒置后，词义雷同；语素序倒置后，词义邻近；语素序倒置后，韩语论文网站，词义分歧但有接洽；语素序倒置后，词义分歧无接洽。而且对个中雷同和邻近的词语停止了较为具体地比较剖析。经由过程以上剖析，提出教授教养建议：起首从意义动手，对于意义邻近的AB/BA异序词藻取的教授教养办法可从指导物分歧、意义的扩展和减少和习气差别等角度停止。对于意义雷同的AB/BA异序词从用法雷同与分歧两方面提出教授教养办法。最初提出“语素教授教养法”与AB/BA异序词教授教养内容和进修者进修战略的适切性。 Abstract: AB/BA words are accounted for in Chinese and Korean vocabulary is not much, but in the whole vocabulary but occupy an important position in the system. Compare the process Han, Han AB/BA different sequences of words, source of invention between the two through the exist inevitable relationship, especially Korean, sources of a large department AB/BA different sequences of words in Chinese, so Han, Han AB/BA different sequences of words, the research on the quintessence of Korean learners will occurred more Nianye the migration of allelopathy. According to the Chinese and Korean AB/BA words from the situation of dividend three, namely: there are in the two countries (22); all in Chinese, Korean, as long as one (21); there is no corresponding relationship between Chinese and Korean (20). Syncope and from general divided into four categories: morpheme order reversed, similar meaning; morpheme order reversed, adjacent to the meaning of a word; morpheme order reversed, semantic differences but approached; morpheme order reversed, meaning differences without contact. But for the same and adjacent words for a more specific comparative analysis. Through above analysis, put forward the suggestion of teaching: first in terms of meaning, and on the adjacent to the significance of AB/BA different sequences of rhetoric teaching method can be from the point of view of guiding physical differences, meaning extension and reduce and habit difference, stop. On the two aspects of the same meaning AB/BA words from usage and differences of teaching methods of the same. First proposed the "morpheme teaching method" and "AB/BA" words teaching content and learning adaptability of learning strategies. 目录: 摘要 4-5 Abstract 5 引言 7-12 （一）探讨对象 7-8 （二）探讨综述 8-10 1．AB/BA 异序词探讨综述 8-9 2．AB/BA 异序词教学法探讨综述 9-10 （三）探讨的设想和不足 10 （四）探讨的意义 10-12 一、AB/BA 异序词起源 12-16 （一） 汉语 AB/BA 异序词起源 12-13 （二）韩语 AB/BA 异序词起源 13-16 1．汉语起源 13-14 2．日语起源 14 3．韩语起源 14-16 二、汉、韩 AB/BA 异序词形式关系 16-20 （一）2:2 对应关系 16-18 （二）2:1 对应关系 18-19 （三）2:0 对应关系 19-20 三、汉、韩 AB/BA 异序词意义略论 20-30 （一）AB/BA 异序，词义相同 20-22 （二）AB/BA 异序，词义相近 22-28 （三）AB/BA 异序，词义不同，但有联系 28-29 （四）AB/BA 异序，词义无联系 29-30 四、汉、韩 AB/BA 异序词教学策略 30-35 （一）从词义方面提出的教学策略 30-32 1．对词义相近的汉、韩 AB/BA 异序词提出的教学建议 30-31 2．对词义相同的汉、韩 AB/BA 异序词提出的教学建议 31-32 （二）从教学法方面提出的教学策略 32-35 1．“语素教学法”与“记忆策略” 33-34 2．“语素教学法”与“认知策略” 34 3．“语素教学法”与“补偿策略” 34-35 结论 35-36 参考文献 36-38 附录 38-41 后记 41-42 作者攻读学位期间的学术成果 42-43 |
