| 摘要跟着中国经济的飞速成长,中韩关系的日趋亲密,愈来愈多的韩国人开端进修汉语,韩国不只年夜部门黉舍开设了汉语教室,许多年夜型企业也给员工供给了按期的汉语培训,中国也派出年夜量的汉语自愿者赴韩国停止汉语教授教养,可见,汉语在韩国曾经成了一门比拟主要的外语。在汉语习得的进程中,必定会发生偏误。本文从五个部门对韩国粹生进修汉语时涌现的偏误停止剖析,第一章概述了偏误实际的界说和分歧说话学家对偏误的熟悉与分类,从而肯定了偏误剖析的主要性；第二章依据笔者在韩国练习时代上课的根本情形,从语音、文字、语法方面停止分类,归结出了韩国粹生的罕见偏误；第三章从语法方面动手,重点透析了几个罕见语法偏误,是联合韩语用比较剖析法停止比拟,二是运用偏误实际剖析偏误发生的缘由；第四章将先生的汉语程度停止划分,找出合适于分歧阶段先生的教授教养办法；第五章对全文停止归结总结,同时愿望对教授教养供给启示。 Abstract: Abstract along with the rapid growth of China's economy, relations between China and the increasingly close, Korean people in increasing numbers are beginning to learning Chinese, Korea is not only Nianye sector school homes offer Chinese language classroom, many large companies also give employees supply the schedule of Chinese training, China has sent Chinese volunteers in the amount of the night went to South Korea to stop Chinese teaching. Therefore, Chinese in South Korea have become a relatively major foreign language. In the process of Chinese acquisition, errors will occur. This article from the five departments of the Korean students learning Chinese at the emergence of error analysis, the first chapter outlines the definition of the actual errors and differences of linguists to familiar with the classification error, which affirmed the main error analysis; the second chapter based on the basic situation of class practice time in Korea, stop from the classification of voice, text, grammar, summarized Korea student rare errors; the third chapter from the aspects of grammar, focus on the dialysis of the few rare grammatical errors, is used to compare the United Korean comparative analysis method, the two is to analyze the reasons for errors in actual application error occurred; the fourth chapter will be Chinese level Mr. division, to find out the teaching way suitable for different stages of MR; the fifth chapter of the paper are summarized, and the desire to supply teaching enlightenment. 目录: 中文摘要 4-5 ABSTRACT 5 目次 6-7 1 绪论 7-11 1.1 选题意义 7 1.2 探讨近况 7-8 1.3 探讨措施 8-9 1.4 探讨目标 9-11 2. 对外汉语教学与偏误理论 11-16 2.1 什么是“偏误” 11 2.2 偏误略论的相关理论 11-12 2.3 偏误的类别与原因 12-14 2.4 偏误略论的重要性 14-16 3. 韩国学生学习汉语的常见偏误归类 16-19 3.1 语音方面 16-17 3.2 文字方面 17 3.3 词汇方面 17 3.4 语法方面 17-19 4. 韩国学生重点语法偏误的解析 19-29 4.1 “不”和“没”的偏误略论 19-21 4.2 趋向补语的偏误略论 21-24 4.3 离合词的偏误略论 24-26 4.4 “了”的偏误略论 26-29 5. 对韩汉语教学措施总结 29-32 6. 结语 32-33 参考文献 33-35 致谢 35 |
