| 韩国在地舆地位上与中国相邻，早在公元前就开端接收中国的汉字，作为其重要文字。世宗年夜王创制真实的韩国文字以后，汉字词依然被普遍运用，而且在全部韩国的说话文明生涯中占领无足轻重的位置。是以，研究汉语中的汉韩同形词，并将两种词语停止体系地比拟和剖析，韩语论文题目，具有非常主要的意义。本文经由过程对拾级汉语综合教材3的词语停止统计，归类，找出汉韩同形词。将汉韩同形词的数目及比例停止剖析，总结出汉韩同形词在对韩汉语词语教授教养中的主要感化。并将汉韩同形词分为两类：1、同形同义词2、同形异义词。个中同形同义词依照词性的分歧分为：1、同形同义异性词2、同形同义异性词。同形异义词依照词义项的差别分红三类：1、汉语词义多于韩语词义2、韩语词义多于汉语词义3。汉语词义和韩语词义所指纷歧。在对汉韩同形词比较剖析成果的基本上，采取偏误剖析等办法，对汉韩同形词的第二说话习得情形停止剖析，归结汉韩同形词习得中的偏误类型，韩语论文网站，并剖析招致偏误发生的母语迁徙等缘由。经由过程分类剖析，总结出各类词的类型及特色，联合问卷测试的情势考核先生对这几类词的习得情形，并对先生问卷测试中偏误句停止剖析，总结出偏误发生的缘由及迁徙感化。终究寻觅出卓有成效的对韩汉语同形词教授教养战略即语素教授教养法，激活韩语词法，义项差别教授教养法，最初经由过程长时光的教授教养战略办法测验考试，经由过程问卷测试的情势验证此种教授教养战略的可行性，及迷信性。为对韩汉语同形词教授教养供给必定的理论经历。并为韩国粹生进修汉语同形词供给必定的参考意义。 Abstract: South Korea in the geographical position and adjacent to China, as early as the beginning of the year BC to receive Chinese characters, as its important text. Sejong King created real Korean text, Chinese characters are still widely used, and in all the South Korean speaking civilization career occupied pivotal position. So, it has a very important meaning to study the same form of Han Han in Chinese, and to compare and analyze the two words in the system. Through the process of "picking up the Chinese" comprehensive textbook 3 of the words to stop statistics, classification, to find the Han Han with the form of words. The analysis of the number and proportion of the same form of Han Han, summarizes the main effects of the same form of Chinese and Korean in the teaching of Chinese words in korean. Han Han and homographs are divided into two categories: 1, the same shape synonyms 2, homograph. The synonyms in the same form are divided into 1 parts according to the parts of speech: 2. Homograph according to the meaning of the difference between dividend three categories: 1, Chinese word meaning more than the meaning of Korean 2, Korean words than Chinese word meaning 3. The meaning of Chinese and korean. In of Korean Chinese homographs comparison analysis results basically, take the error analysis and other methods, to Chinese and Korean homographs second speak acquisition situation carries on the analysis, summed up Chinese and Korean words acquisition error types and analysis lead to deviation of mother tongue migration and other reasons. Through the process of classification analysis, summarizes the types and characteristics of all kinds of words, questionnaire combined test situation assessment Mr. of the word learning conditions, and Mr. questionnaire to test the error analysis, summed up the errors occurring reason and the migration effect. Eventually find out effective of Han Chinese with the teaching strategy for the word form the morpheme teaching method, activation of Korean lexical, meaning difference teaching method, initially through the process for a long time teaching strategic approaches to test, through procedure for testing the questionnaire of the situation to verify this teaching strategy is feasible and scientific. In order to supply the theoretical experience of the teaching of the same form of Chinese and korean. And Korea student learning Chinese homographs offers certain reference significance. 目录: 摘要 5-6 Abstract 6 一.绪论 7-11 1.1 探讨目的 7 1.2 探讨的范围和措施 7-10 1.2.1 探讨范围 7-8 1.2.2 探讨措施 8-10 1.3 选题的理论意义和实际意义 10-11 1.3.1 选题的理论意义 10 1.3.2 选题的实际意义 10-11 二.汉韩同形词的对比略论与分类 11-14 2.1 汉韩同形词定义及地位 11-13 2.1.1 汉韩同形词定义 11 2.1.2 汉韩同形词在对外汉语教学中的地位 11-13 2.2 汉韩同形词的分类 13-14 2.2.1 同形同义 13 2.2.2 同形异义 13-14 三:同形同义词及第二语言习得调查 14-27 3.1 同形同义词分类(按词性) 14-21 3.1.1 同形同义同性 14-20 3.1.2 同形同义不同性 20-21 3.2 同形同义词习得情况略论及正迁移影响 21-27 3.2.1 同形同义词的习得略论 21-26 3.2.2 同形同义词的正迁移影响 26-27 四:同形异义词及第二语言习得调查 27-43 4.1 同形异义词分类(按词义) 27-34 4.1.1 汉语词义多于韩语词义 28-31 4.1.2 韩语词义多于汉语词义 31-33 4.1.3 汉韩词义所指不同 33-34 4.2 同形异义词习得情况略论 34-39 4.2.1 问卷测试略论 34-38 4.2.2 课堂教学测试 38-39 4.3 同形异义词的负迁移 39-43 4.3.1 负迁移产生原因 39-40 4.3.2 同形异义词负迁移类型 40-43 五.汉韩同形词的教学策略略论和验证 43-53 5.1 汉韩同形词教学策略 43-48 5.1.1 同形同义词教学策略 43-46 5.1.2 同形异义词教学策略 46-48 5.2 汉韩同形词教学策略验证 48-53 5.2.1 问卷测试结果对比 48-50 5.2.2 问卷测试结果略论 50-53 六.结论 53-54 附:汉韩同形词问卷测试 54-56 参考文献 56-57 后记 57-58 |
