| 本文彩用行动申报的办法，商量了汉语作为第二说话的中高等程度韩国的汉语进修者在懂得句子中的汉语习用语时习用语的通明度对进修者懂得习用语和运用的习用语战略的作用。具有中高等汉语程度的40逻辑学习者加入了这项研究。个中20名被试被随机选进口头申报组，作为试验组，请求他们用汉语说出对汉语习用语的懂得。另20名被试被随机选入书面申报组，作为掌握组，请求他们用汉语或韩语写出习用语的比方意义。本论文的试验研究注解通明度对进修者懂得习用语和运用的习用语懂得战略有明显作用，高通明习用语比低通明习用语懂得后果好；进修者在懂得习用语时运用了语境，字面意义，反复浏览，讯问，母语和已有常识战略；个中，语境，字面意义，反复浏览和讯问战略受习用语通明度的作用明显。是以，免费韩语论文，本文建议对外汉语教员在教授教养中可应用这些战略去赞助进修者更好地舆解汉语习用语。 Abstract: The color with action to declare the way, to discuss the Chinese as a second language in higher level South Korean Chinese learners understand that sentence in Chinese idioms idioms are illuminated in the degree of learners understand idioms idioms and application strategy. A study of 40 logical learners with Chinese and chinese. Medium 20 subjects were randomly selected into an oral declaration group, as the experimental group, asking them to use spoken Chinese of Chinese idioms and know. The other 20 participants were randomly selected in the written declaration group, as control group, asking them to write for example meaning of idioms in Chinese or Korean. The experimental research notes lit degree of learners understand idioms and application of idioms understand strategy has an obvious effect, Qualcomm Ming idiom than low lit idiom understand consequences; learners understand the idiom in the application context, literal meaning, repeated browsing, ask, mother tongue and existing knowledge strategy; medium, context, literal meaning, repeated browsing and interrogation strategy by idiom transparency effect is obvious. Is to, this paper suggests Chinese as a foreign language teacher in teaching can use these strategies to support learning, better understanding of Chinese idioms. 目录: 摘要 4-6 1． 引言 6-7 2． 文献回顾 7-14 2．1 心理学领域的相关探讨 8-10 2．1．1 传统理论:不可构造(Non-compositional)的观点 8 2．1．2 构造的(Compositional)观点 8-9 2．1．3 对于汉语惯用语理解的探讨 9-10 2．2 第二语言习得领域的相关探讨 10-12 2．2．1 作用第二语言学习者理解惯用语的因素 10-11 2．2．2 第二语言学习者在理解惯用语时使用的策略和措施 11-12 2．2．3 如何为第二语言学习者选择合适的惯用语 12 2．3 口头报告的探讨措施 12-14 3． 本文的探讨问题和探讨假设 14-16 4． 探讨措施 16-19 4．1 实验设计 16 4．2 实验被试 16 4．3 实验材料 16-18 4．4 测试措施及过程 18 4．5 口语语料的转写和编码 18-19 5． 探讨结果 19-26 5．1 透明度和报告形式对被试理解惯用语的作用 20 5．2 口头报告组被试理解惯用语时使用的策略 20-25 5．2．1 被试使用的理解策略 20-24 5．2．2 成功的策略 24-25 5．3 透明度和口头报告组被试对策略的使用 25-26 6． 讨论和结论 26-33 6．1 讨论 27-30 6．1．1 透明度对韩国学习者理解汉语惯用语的作用 27 6．1．2 报告形式对韩国学习者理解汉语惯用语的作用 27-28 6．1．3 中高水平韩国学习者理解惯用语时使用的策略 28-29 6．1．4 透明度对口头报告组理解惯用语时使用的策略的作用 29-30 6．2 对教学的启示 30-31 6．3 值得进一步探讨的问题 31-32 6．4 结论 32-33 参考文献 33-36 附录 36-45 附录1 37-40 附录2 40-41 附录3 41-45 |
