| 在一种说话的辞汇体系中，词语可依照分歧的语义特点聚分解群，构成同义、反义、类义、高低义等多种语义聚合关系。母语的语义聚合关系对第二说话辞汇习得会发生如何的作用，正、负迁徙的情况和现律若何？别的，已取得的目标语词语之间的语义聚合关系，会在习得进程中起甚么感化？弄清这些成绩，对第二说话辞汇教授教养和进修具有主要意义。今朝，人们的研究重点普通放在对单个词的比拟剖析上，而没有着眼于词义之间存在的聚合关系。本文从辞汇的聚合关系动身，以韩汉两种说话中具有反义关系的词为研究规模停止了抽样查询拜访，不雅察韩国粹生进修汉语反义词的情形，以期答复后面提出的成绩。本文的查询拜访显示，韩国粹生在进修汉语时，韩语论文，不只在单个词上，并且还会在熟悉词语的反义关系上涌现偏误，并且这类偏误是有纪律的。笔者重要从四个角度评论辩论了这一成绩，起首是与韩语词义位不完整对应的汉语多义反义词的进修情形，其次是反义动词与宾语搭配关系的进修情形，韩语论文，再次是与韩语汉字词绝对应的汉语反义词的情形，最初是一对多反义词的进修情形。笔者以为韩国粹生进修汉语反义词时，他们的毛病不只在一个词上，还会类推到它的反义词上。这注解，他们在进修时会遭到母语的反义词和庞杂的反义关系的作用。别的，笔者对一对反义词外部和反义词组之间词频和词的母语类推力的关系提出了本身的意见。在文章的最初，笔者还依据本文的研究为对韩先生汉语辞汇教授教养提出了一些建议。以期战胜息争决韩国粹生运用反义词语的偏误，进步进修效力，而且对对外汉语辞汇教授教养任务、包含教室教授教养和教材编写方面有所赞助。 Abstract: In a speech vocabulary system, words in accordance with the semantic features of different poly decomposition group, composed of synonymy, antonymy, and other semantic level semantic thesaurus aggregation relationship. What are the effects of the semantic aggregation of the mother tongue on the second words and vocabulary acquisition, and what is the situation of the negative migration and the current law? In addition, the semantic relations between the target language words have been made in the acquisition process. To clarify these results, to the second language teaching and learning of the main significance. At present, people's research focused on the comparison of individual words, and did not focus on the existence of the relationship between the meaning of the word. This paper start from the lexical paradigmatic relation, in Korean and Chinese two languages have antonymy words as the scope of the study to stop sampling investigation, visit Korea student learning Chinese antonyms, in order to answer questions. The investigation shows that, Korean students in learning Chinese, not only in single words, but also in the familiar words antonymy on the emergence of bias, and this bias is disciplined. The author mainly from four points comment on the results, the first is the meaning of Korean and incomplete corresponding Chinese polysemous antonym study, followed by the antisense verb and object collocation learning situation, again is absolutely with the Korean word Chinese characters Chinese antonyms, is the first one to many. The case study. I think Korea student learning Chinese antonyms, them not only a word, but also by analogy to its antonym. This comment, they will by native and complex antonym antonymy influence in education. The other class of the relationship between mother tongue thrust between a pair of antonyms and antonym groups outside the word frequency and the put forward their own views. At the beginning of the article, the author also made some suggestions on the basis of the research on the teaching of the Chinese language. In order to overcome and solve the Korea student application antonym errors, improve the learning efficiency, but also to foreign language vocabulary teaching tasks, including classroom teaching and textbook compiling has sponsored. 目录: 第一章． 绪论 7-10 1． 探讨的角度和目的 7-8 2． 探讨的内容 8 3． 探讨的措施 8-10 3．1． 对比略论探讨 8-9 3．2． 问卷调查探讨 9-10 3．2．1． 采用问卷调查措施的原因 9-10 3．2．2． 调查对象和时间 10 3．2．3． 问卷设计准则 10 第二章． 与韩语词义位不完全对应的汉语反义词的学习情况 10-24 1． 义位不完全对应的多义反义词的涵义 10-11 2． 以“大：小”和“重：轻”为例进行探讨的原因 11-12 3． 有关“大：小”的调查略论 12-18 3．1． 韩汉“大：小”义位对应情况 12-13 3．2． 调查问卷各题的正误统计 13-15 3．3． 韩汉不对应各义位受母语作用的错误情况 15-17 3．4． 韩汉各类义位受母语作用的错误情况 17-18 4． 有关“重：轻”的调查略论 18-23 4．1． 韩汉“重：轻”义位对应情况 18-19 4．2． 调查问卷各题的正误统计 19-20 4．3． 韩汉不对应各义位受母语作用的情况 20-22 4．4． 韩汉各类义位受母语作用的错误情况 22-23 5． 总结 23-24 第三章． 反义动词与宾语搭配关系的学习情况 24-32 1． 对于反义动词与宾语搭配问题 24-25 2． 以“教：学”和“戴：摘”为例进行探讨的原因 25 3． 有关“教：学”的调查略论 25-28 3．1． 韩汉“教：学”搭配能力的对比情况 25-26 3．2． 调查问卷各题的统计情况 26-28 4． 有关“戴：摘”的调查略论 28-31 4．1． 韩汉“戴：摘”搭配能力的对比情况 28 4．2． 调查问卷各题的统计情况 28-31 5． 总结 31-32 第四章． 与韩语反义汉字词相对应的汉语反义词的学习情况 32-38 1． 韩语反义汉字词与汉语反义词的对应情况 32-33 2． 韩汉异形同义的反义词的学习情况 33-37 2．1． 韩汉异形同义的反义词的对应情况 33-34 2．2． 调查问卷各题的正误统计 34-36 2．3． 受母语作用的错误情况 36-37 3． 总结 37-38 第五章． 一对多反义词的学习情况 38-43 1． 对于一对多的反义词 38-39 2． 汉语一对多反义词的学习情况 39-40 2．1． 汉语“接”及其对应的反义词 39 2．2． 调查问卷各题的正误统计 39-40 3． 与韩语一对多的反义词相对应的汉语反义词的学习情况 40-42 3．1． 与汉语“浓：淡”相对应的韩语反义词 40-41 3．2． 调查问卷各题的正误统计 41-42 4． 总结 42-43 第六章． 结语 43-46 参考文献 46-48 附录 48-52 调查问卷（1） 48-50 调查问卷（2） 50-51 调查问卷（3） 51 调查问卷（4） 51-52 后记 52 |
