| 近义词在汉语辞汇体系中,占领非常主要的位置。为了外交时能跟中国人一样精准地表达本身的思惟和情感,本国进修者应当控制好近义词。近义词因为其意义类似、难以辨析,成为制约本国进修者汉语程度进步的瓶颈。对韩国中高等汉语进修者来讲,汉语进修进程中近义词的习得是一年夜难点。韩语里部门“汉字词”与汉语的某个词同形,可意义和用法其实不雷同,是以更轻易惹起韩国粹习者运用上的混杂。这是笔者作为韩国人深深领会到的。近义动词是汉语中异常主要的构句成份,数目浩瀚、用法灵巧,也是进修者特殊轻易用错的部门。为了懂得韩国中高等汉语进修者习得近义动词的偏误情形,笔者重新HSK2500个词当选取了韩国粹习者运用频率高、偏误率较高的39组近义动词,并设计测试卷和查询拜访问卷,以韩国中高等汉语进修者为研究对象停止查询拜访,然后又对韩国中高等进修者和韩国汉语教员停止了访谈。经由过程这些内容停止了偏误类型和偏误缘由剖析。笔者详细将偏误类型分为两类：汉语语内偏误和汉韩语际偏误,并对形成偏误的缘由包含说话常识身分、进修者小我身分、进修情况身分停止了详细剖析。经由剖析发明中高等韩国粹习者汉语近义动词偏误率异常高,年夜体上中级进修者比高等进修者的偏误率高,并且中级阶段存在的偏误到高等阶段有所改良。中高等韩国粹习者近义动词偏误的详细情形有所分歧。形成中高等进修者近义动词偏误的缘由是多方面的,个中与说话常识有关的身分是重要的。对此本文也提出了响应的教授教养战略,好比,教员在近义动词教授教养中应当增强汉韩比较教授教养,重视近义动词的用法教授教养,并应当联合语境停止近义动词教授教养等。本文愿望能为对韩汉语中的近义词教授教养供给必定的参考与自创。 Abstract: Synonyms in Chinese vocabulary system, occupies a very important position. In order to diplomacy with Chinese as accurately express their thoughts and feelings, their learners should control the synonyms. Because its meaning is similar to synonym discrimination, become a bottleneck restricting their learning Chinese degree of progress. In Korean advanced Chinese learners, learning Chinese synonyms in the process of acquisition is a major difficulty. A Korean Department "Chinese words and Chinese words with shape, meaning and usage in fact are not identical, to more easily cause South Korea to learn the application of hybrid. This is the author as a deep understanding of the korean. The verb is the main component of the construction of the Chinese language, the vast number of the usage, the use of smart, but also the special easy to use the wrong department. In order to understand Korean higher Chinese learning learners near verb errors, the author re HSK2500 words when selected South Korea to learn using high frequency, error rates were higher in the group of 39 near verb and to design tests volumes and a questionnaire survey, to higher Chinese into Korean practitioners as the research object stop investigation and to South Korea in Institutions of higher learning and Korean Chinese teacher stopped the interview. Through the process of these content to stop the wrong type and error analysis. The author with the partial error types are divided into two categories: Chinese language errors which and the Chinese and Korean languages, and the formation of error reason contains speak common sense of identity, learners ego identity, study status has carried on the detailed analysis. Through analyzing the present higher Korea Xi Chinese near verb error rate unusually high, the eve of the body intermediate learners for further and higher than the error rate is high, and there is an intermediate stage bias to higher stage has improved. The quintessence of Chinese culture in higher learning situation with Korean verbs bias differences. The reason for the formation of the correct verb bias in the higher learning is various, and the identity of the common sense is important. This paper also puts forward the response of the teaching strategy, for example, teachers in the teaching of the past, the professor should strengthen the comparison between Chinese and Korean teaching, the use of the use of verbs in teaching, and should be combined with the context of the past, such as the teaching of the. This paper is to wish parenting Professor Han in Chinese synonyms supply certain reference and reference. 目录: 中文摘要 6-7 ABSTRACT 7 第一章 绪论 10-18 1.1 探讨的对象和意义 10-11 1.1.1 探讨对象 10 1.1.2 探讨意义 10-11 1.2 探讨近况 11-16 1.2.1 近义词的探讨及偏误略论 11-12 1.2.2 近义动词探讨 12-14 1.2.3 近义动词的偏误略论探讨 14 1.2.4 前人探讨对本文的启示 14-16 1.3 探讨思路及措施 16-18 1.3.1 探讨思路 16 1.3.2 探讨措施 16-18 第二章 中高级韩国汉语学习者习得近义动词的偏误情况调查与统计略论 18-33 2.1 目标词的选取 18-19 2.2 问卷和测试内容的确定 19-21 2.3 调查结果略论 21-32 2.4 小结 32-33 第三章 中高级韩国汉语学习者习得近义动词的偏误类型 33-51 3.1 汉语语内偏误类型 33-43 3.1.1 意义层面上的误用 33-38 3.1.2 用法层面上的误用 38-41 3.1.3 音节层面上的误用 41-42 3.1.4 语内偏误的总结 42-43 3.2 汉韩语际偏误类型 43-50 3.2.1 韩语汉字词与汉语对应词的词义误用 43-47 3.2.2 韩语汉字词与汉语对应词的用法误用 47-49 3.2.3 语际偏误的总结 49-50 3.3 小结 50-51 第四章 中高级韩国汉语学习者习得近义动词的偏误原因略论 51-67 4.1 与语言相关的原因 51-56 4.1.1 目的语的作用 51-53 4.1.2 母语的作用 53-55 4.1.3 母语与目的语交叉的作用 55-56 4.2 与学习者个人因素相关的原因 56-61 4.2.1 汉语水平的作用 56-57 4.2.2 学习策略的作用 57-59 4.2.3 学习者学习态度及认知情况的作用 59-61 4.3 与学习环境相关的原因 61-66 4.3.1 工具书和教材的作用 61-64 4.3.2 课堂教学的作用 64-66 4.4 小结 66-67 第五章 对韩汉语教学中近义动词教学策略 67-84 5.1 汉韩对比教学法 67-70 5.1.1 减少汉韩对译释义 67-68 5.1.2 加强汉韩对比解释 68-70 5.1.3 重点解释韩语里缺失的汉语近义动词 70 5.2 注重近义动词的语素教学 70-72 5.2.1 加强含有一个相同语素的近义动词教学 70-71 5.2.2 加强同素逆序的近义动词教学 71-72 5.3 注重近义动词用法的教学 72-78 5.3.1 加强近义动词搭配的教学 73-75 5.3.2 加强近义动词语法功能的教学 75-78 5.4 结合语境进行近义动词教学 78-83 5.4.1 利用语境推测近义动词的意义 79-80 5.4.2 利用语境讲解近义动词的意义和用法 80-81 5.4.3 利用语境练习近义动词 81-83 5.5 小结 83-84 第六章 结语 84-87 6.1 探讨结论 84-85 6.2 创新之处 85 6.3 探讨不足 85-87 附录 87-102 参考文献 102-107 后记 107 |
