| 跟着中国活着界上的位置逐步的上升，汉语同样成为比拟热点的说话，进修汉语的人数逐年增长，从而使对外汉语教授教养遭到人们的看重。韩国作为一个与中国经济商业交往频仍的国度，韩语论文题目，其学汉语的人数居亚洲首位。是以，对韩汉语教授教养的研究也备受存眷。汉语句型单一，个中，“是”字句是最早进修，也是最为罕见的句型之一。“是”字句因为其运用的频率较高，涌现了很多偏误景象。这些偏误景象不只涌现在韩语为母语的运用者语法偏误语估中，也存在于汉语为母语的运用者语法偏误语估中。是以，本文将汉语为母语的运用者“是”字句语法偏误和韩语为母语的运用者“是”字句语法偏误停止比较研究。本文重要有五个部门组成，分离是：绪论、“是”字句语法偏误剖析、汉韩语法偏误个性与差别剖析、汉韩“是”字句语法偏误比较研究的启发和总结。绪论部门分离综述了“是”字句的本体研究状态，“是”字句偏误研究状态和本文所运用的研究办法。第二部门经由过程汉韩“是”字句语法偏误比较剖析，归结了汉语为母语的运用者“是”字句语法偏误的9品种型和韩语为母语的运用者“是”字句语法的7品种型，并分离剖析了这些偏误发生的缘由。汉语为母语的运用者“是”字句语法偏误发生的缘由一共有五个：副词“是”的搅扰，主语、宾语省略规矩的疏忽，词义、词语搭配的不睬解，白话和口语界线不清和粗枝大叶。韩语为母语的运用者“是”字句语法偏误发生的缘由有两个方面，习得者本身的缘由和教授教养身分的作用，前者笔者作出具体的剖析，即“是”字句句型常识缺乏、母语的负迁徙、懂得毛病、规矩的不完全应用、疏忽同限景象和过度泛化。接上去，针对汉语为母语的运用者和韩语为母语的运用者的语法偏误个性和差别，作出必定的剖析，也剖析了二者的偏误散布比较。笔者以为，汉语为母语的运用者“是”字句语法偏误和韩语为母语的运用者的语法偏误二者存在差别和配合点都是必定的。存在分歧点是因为二者的收回者汉语习得次序分歧，前者是以汉语为第一说话，后者是以汉语为第二说话。存在雷同点是由于目标语都是汉语，任何语法偏误都离开不了最基本的语法成绩。就二者的偏误散布情形看，后者偏误情形更严重，其教授教养力度和研究力度都应加年夜。最初，较具体的解释了汉韩“是”字句语法比较研究的一些启发，比较研究对“是”字句语法本体研究深细化，引入了语义教授教养，改良句型教授教养与教授教养战略以对韩汉语教材的思虑。 Abstract: Follow China alive in the world position gradually rise, Chinese also become hot compared to speak, learn Chinese number increased year by year, so that the teaching of Chinese as a foreign language has been valued. South Korea is a frequent and China economic business country, the number of Chinese first in asia. So, the study of Korean Chinese teaching is also concerned about the study. Chinese sentence pattern is single, Chinese, "is" sentence is the first study, is also one of the most rare. Is the sentence because of its high frequency of application, there are a lot of false appearance. These errors scene not only Chung now Korean native language grammar errors in language assessment, there are in Chinese grammar for learners of application error language assessment. Is to the Chinese for the application of mother tongue "is" sentence grammar bias and Korean for the application of mother tongue "is" sentence grammar errors compared to the research. This has five parts composition, respectively is: introduction, "is" sentence grammar error analysis, Chinese and Korean grammar errors individuality and difference analysis, Chinese and Korean "is" of words, sentences and grammar errors compared inspired research and summary. Introduction part separation were reviewed "is" sentence ontology research state, "is" sentences, error research state and the application of research methods. In the second part, through the process of Chinese and Korean "is" sentence grammar bias the comparison analysis, summed up the Chinese for the application of mother tongue "is" sentence grammatical errors of 9 varieties and Korean for the application of mother tongue "is" 7 type of words, sentences and grammar, and analyzes the reason of these errors occur. Chinese as the mother tongue "is" the reason of words, sentences and grammar errors occurred a total of five: adverb "is" the trouble, negligence on the part of the subject, the object ellipsis rules, meaning, collocation of the brotherhood solution, vernacular and spoken boundary line is not clear and careless. Korean is the application of mother tongue "is" of words, sentences and grammar errors happen reason has two aspects, the acquisition of reason and teaching status, the former, the author made specific analysis, namely "is" sentence pattern knowledge lack, tongue of negative migration, understand problems, the rules of the incomplete application, negligence and limited scene and over generalization. Pick up, for Chinese native applications and Korean learners of application of grammar partial error character and distinction, make certain analysis. And it also analyzes the two error spread more. The author thinks, Chinese native application "is" there are differences and common words, sentences and grammar bias and Korean learners of application of grammar bias between the two is inevitable. The presence of bifurcation point is that second language acquisition order differences back. The former is in Chinese as their first language, while the latter is in Chinese as a second language. There is a similar point because the target language is Chinese, any grammatical errors are not from the most basic grammar scores. Two error distribution situation, the latter error is more serious cases, the teaching efforts and research efforts should add Nianye. Initially, a specific interpretation of the Chinese and Korean "is" sentence grammar, comparative study of some inspiration, comparative study of "is" sentence grammar ontology research deep refinement, the introduction of semantic teaching, improved sentence teaching and teaching strategy to thinking of Han Chinese textbooks. 目录: |
