| 韩国语作为黏着语,助词和语尾异常蓬勃。特别语尾中的贯穿连接语尾在韩语进修中起着无可替换的感化,多样化的贯穿连接语尾及同义贯穿连接语尾的分歧用法使得其成为进修者韩国语习得进程中的一年夜难点。表现因果关系的衔接语尾有‘(?)’,‘(?)’,‘(?)’,‘(?)’,‘(?)’,‘(?)’等多个分歧形状的表示情势,但各个贯穿连接语尾在词义和详细用法上都存在着纤细的差别,若何准确辨别并灵巧精确地运用贯穿连接语尾成为本国人进修者的盲区。本文选定进修者韩国语贯穿连接语尾习得进程中运用频率最高的‘(?)’与毛病频率最高的‘(?)’为研究对象,运用比较剖析及毛病剖析的实际睁开相干研究。全文共分为四年夜部门。起首在绪论中提出了本文的研究目标,研究办法及后人在这方面的相干研究结果。第二部门中,起首对(?)与(?)的寄义及用法分离停止了归结整顿,并以此为基本,对两者的寄义及用法停止比较,得出两者的配合点及分歧的地方。第三部门中,起首提醒衔接语尾的毛病分类,并对其剖析得失足误的缘由。以后运用毛病剖析实际分离对(?)与(?)停止毛病剖析,依据剖析成果提出衔接语尾的教授教养中应当留意的事项,即提醒毛病剖析实际在现实教授教养任务中的表现及应用。第四部门中,依据PPT实际设计(?)与(?)的详细讲课模子。最初结论中,重要对本文所述的内容停止归纳综合总结,指出文中的缺乏的地方及往后的尽力偏向。 Abstract: Korean as an agglutinative language, words and ending a thriving market. Special endings through connective endings plays an irreplaceable role in the Korean study, diversification through connection suffix and synonymous connected through endings differences usage makes it become a big difficulty in the process of acquisition of patients with Korean studies. Causal relationship between cohesive suffix '()', '.', '.', '.', '.', '.' etc. a divergence shape representation of the situation, but all through the connective endings in meaning and detailed usage there are slight differences, how to accurately identify and dexterous precise application throughout the connective endings to become their own people to study the blind spot. This paper selected learning Korean through connection suffix acquisition in the process of application frequency highest '()' with the wrong frequency highest '()' as the object of study, using comparative analysis and fault analysis of actual open relevant research. The full text is divided into four major departments. First in the introduction, this paper presents the research objectives, research methods and future generations in this area of the results of the relevant research. In the second section, first of all, the separation of the meaning and usage of the (?) and (?) of the separation of the separation of the main and the use of this is the basic. The third part, first remind fault classification and analysis of the final convergence, the reason and the wrong foot. After the application of fault analysis actual separation of (?) and (?) stop fault analysis, on the basis of the analysis of the results of the proposed convergence of endings teaching should pay attention to matters, reminded that the fault analysis practical in the real teaching task performance and use. In the fourth section, according to the PPT actual design (?) and (?) detailed lecture model. In the first conclusion, it is important to conclude the comprehensive summary of the content of this article, and point out the lack of the local and future efforts in this paper. 目录: 摘要 7-8 Abstract 8 正文 10-51 致谢 51-52 参考文献 52-54 附录 54-63 |
