| 本文以限制性规模副词“只、光、就”为研究对象。文章的第一部门扼要的归纳综合了这三个规模副词的研究现状，再经由过程对研究意义和研究办法的引见，肯定了论文的研究规模。第二部门对这三个规模副词停止了本体研究，包含对“只、光、就”在词典上的释义停止归结，及对其句法散布停止比较剖析；第三部门，依据鲁健骥师长教师对偏误类型的普通分类，笔者经由过程对语料库语料的搜刮，韩语论文，对韩国留先生在习得这三个规模副词的进程中所发生的偏误，停止了详细地归类考核，并从汉语、韩语及韩国留先生三方面研讨偏误构成的缘由；最初，从教授教养、教员、教材三方面临规模副词“只、光、就”的对外汉语教授教养提出了建议。 Abstract: In this , the limited scale adverb "only, light, on" as the research object. The first part of the article briefly summarized the research status of the three scale adverbs, again through the introduction of research significance and research methods, the scope of the study. The second sector stopped on the three Scale Ontology Research of "adverb, light," in the dictionary of the stop attributed to the syntax and spread stop comparing analysis; the third sector, according to Mr. Lu Jianji on the common error types of classification, the author through the process of corpus search, partial the error occurred in South Korean students acquisition of the three scale adverbs in the process, a detailed classification assessment, and discuss the reason of errors from Chinese, Korean and Korean students from three aspects; first, teaching, teachers, teaching materials three aspects of scale, only the Adverb "foreign language education professor of light," suggested. 目录: 摘要 3-4 ABSTRACT 4 1 绪论 7-12 1.1 本课题的探讨意义 7-8 1.1.1 选题缘由 7 1.1.2 探讨意义 7-8 1.2 本课题的探讨近况 8-10 1.2.1 范围副词“只、光、就”的本体探讨 8-9 1.2.2 范围副词“只、光、就”的对外汉语教学探讨 9-10 1.3 语料来源和探讨措施 10-12 1.3.1 语料来源 10 1.3.2 探讨措施 10 1.3.3 问卷调查设计 10-12 2 范围副词“只”、“光”、“就”的本体探讨 12-20 2.1 辞书对范围副词“只、光、就”的释义 12-13 2.2 范围副词“只、光、就”对比略论 13-20 2.2.1 置于动词性成分前 13-15 2.2.2 置于形容词性成分前 15-16 2.2.3 置于名词性成分前 16-18 2.2.4 置于分句前 18-20 3韩国习得范围副词“只、光、就”偏误略论 20-37 3.1 偏误类型考察 20-32 3.1.1 遗漏偏误 20-23 3.1.2 误加偏误 23-25 3.1.3 误代偏误 25-29 3.1.4 错序偏误 29-32 3.2 偏误原因略论 32-37 3.2.1 汉韩异同 32-34 3.2.2 汉语规则复杂多变 34-35 3.2.3 对词语意义的掌握不够深入、全面 35-37 4 教学建议 37-42 4.1 对教师的建议 37-39 4.2 对学生的建议 39-40 4.3 对教材的建议 40-42 结语 42-43 参考文献 43-45 附录 45-47 致谢 47-48 |
