| 最近几年来，跟着中国经济的赓续成长，中国同国际间的商业来往也愈来愈亲密，汉语逐步成了一种主要的交换说话。“若何让本国人更好更快地控制汉语”曾经成为对外汉语学界配合商量的成绩。汉语存现句作为一种运用频率较高的句式，韩语论文网站，一向都是汉语教授教养中的重点和难点。但在韩国停止现实教授教养时，笔者却发明韩国粹生对于汉语存现句这一重点的习得情形其实不幻想，偏误也层见叠出。是以，免费韩语论文，为了进步对韩汉语存现句的教授教养后果，本文试图从韩国粹生运用汉语存现句的偏误动手，经由过程问卷查询拜访的措施来搜集韩国粹生汉语存现句的偏误，同时运用二语习得实际中的偏误剖析实际对其停止剖析和归结，终究找出以韩语为母语配景下的韩国粹生在习得汉语存现句时发生偏误的缘由。同时，笔者还考核了三本对韩汉语教材中对存现句部门的编排情形，最初，在综合以上剖析的基本上，来研究专门针对韩国粹生的汉语存现句教授教养战略。 Abstract: In recent years, along with the Chinese economy ceaseless growth, China with international business dealings are becoming more and more intimate, and Chinese language has gradually become the talk a major exchange. "How to make people better and faster control of Chinese language" has become a foreign language with the academic community to discuss the results. As a kind of sentence with high frequency, the Chinese existential sentence has always been the emphasis and difficulty in the teaching of Chinese. But in South Korea to stop practical teaching, the author found the Han quintessence of Chinese existential sentence is the focus of this acquisition case in fact, not fantasy, errors also emerges in endlessly. Is to, in order to improve the Chinese to Korean deposit Xian sentence teaching, this paper tries to from the quintessence of Han students to apply the Chinese existential sentence errors begin, through process questionnaire visit method to collect Korea student Chinese existence sentence errors. At the same time, the application in second language acquisition (SLA) the actual error analysis of actual to stop analysis and summed up, eventually found in Korean native language background of Korea students why errors occurred in the acquisition of Chinese existential sentences. At the same time, the author also examine three books of Han Chinese textbooks to keep the arrangement of this sentence department. Initially,, on the basis of above analysis, to study the specifically for the quintessence of Han Chinese save Xian sentence teaching strategy. 目录: 摘要 4-5 Abstract 5 第1章 引言 8-12 1.1 选题意义 8-9 1.2 探讨目的 9-10 1.3 探讨思路 10 1.4 语料来源 10 1.5 探讨范围 10-12 第2章 汉语存现句的探讨综述 12-18 2.1 本体角度下对存现句探讨综述 12-15 2.2 对外汉语教学下对存现句的探讨综述 15-16 2.3 现有成果中存在的问题 16-18 第3章 汉语存现句的特点简介 18-23 3.1 汉语存现句的定义 18 3.2 汉语存现句的分类 18-21 3.2.1 存在句 18-20 3.2.2 隐现句 20-21 3.3 汉语存现句的特点 21-23 3.3.1 存在句的特点 21 3.3.2 隐现句的特点 21-23 第4章 韩国学生汉语存现句的习得情况 23-42 4.1 问卷调查的整体情况 23-26 4.1.1 问卷调查对象 23 4.1.2 问卷调查措施 23 4.1.3 问卷调查的步骤 23-24 4.1.4 问卷调查的结果 24-26 4.2 韩国学生存现句的主要偏误类型 26-36 4.2.1 存在句的偏误类型 26-31 4.2.2 隐现句的主要偏误类型 31-36 4.3 偏误归因 36-42 4.3.1 母语负迁移 36-39 4.3.2 学生的学习策略不当 39-40 4.3.3 教师的教学措施不当 40-42 第5章 存现句的对韩教学策略探讨 42-59 5.1 对韩汉语教材中有关存现句的处理情况 42-46 5.1.1 对韩汉语教材中有关存现句的编排情况 42-45 5.1.2 对于对韩汉语教材中存现句编排的思考 45-46 5.2 针对韩国学生的存现句教学重点及其策略 46-51 5.2.1 “有”字存现句与“是”字存现句混用 46-49 5.2.2 存现句句式结构教学 49 5.2.3 隐现句教学 49-51 5.3 针对韩国学生的存现句相关教学建议 51-55 5.3.1 对学习者的教学建议 51-53 5.3.2 对教材的建议 53 5.3.3 对教师的建议 53-55 5.4 以“V/着”为例进行汉语存现句教学设计 55-59 结语 59-60 参考文献 60-62 作者简介 62-63 后记 63-64 附录 64-65 |
