| 汉语“聚散词”这一特别的说话单元在韩国语中没有与其对应的聚散单元，韩国留先生在运用时常常手足无措，韩语论文题目，不知什么时候合起来用，什么时候拆开来用，所以，汉语“聚散词”一向是困扰韩国留先生的一年夜困难，韩语论文，也是对外汉语教授教养界广泛公认的教授教养难点之一。是以找出韩国留先生发生偏误的缘由地点，提出相干的教授教养对策具有主要的实际意义。为改良教授教养，赞助韩国留先生更好地控制聚散词的用法，本文在对汉语聚散词和与其对应的韩语汉字词停止比较研究的基本上，以中高等145名韩国留先生为测试对象，采取定量、定性和比较的剖析办法，以古代汉语辞书（第5版）、NATE/NAVER/DAUM收集辞书的中韩辞书、韩国国语辞书、汉字辞书及对外汉语教材一北京说话年夜学出书社出书的汉语教程和登攀·中级汉语教程等作为语料，就聚散词的经常使用八种扩大情势对韩国留先生停止了测试，考核他们控制聚散词的情形。成果发明聚散词扩大情势的偏误重要包含带宾语的偏误、用补语扩大的偏误、用定语扩大的偏误和倒置的偏误等类型。偏误发生的缘由在于母语的负迁徙、目标语规矩的泛化及教授教养教辅资料的缺乏。据此，笔者对教员教授教养方面提出了比较、语块、语境等教授教养战略；对教授教养教辅资料方面就教材、辞书、帮助演习册等的编写提出建议；同时对进修者提出了给每一个聚散词扩大才能做标志的认知战略、运用母语帮助进修的母语战略和情势战略等教授教养对策。 Abstract: One of the difficulties in teaching Chinese parting words "this particular speaking unit in Korean without corresponding gathering unit, the Korean students studying in application often helpless, I do not know when combined with, when apart with, so Chinese parting words" has always been plagued South Korea left Mr. a big difficult problem, but also Chinese as a foreign language teaching circles are widely recognized. In order to find out the reasons for the errors of the South Korean students, the teaching strategy of the relevant teaching strategies is of great practical significance. For the improvement of teaching, sponsored Korean student abroad better control and use of the word, based on the comparative study of Chinese and stop words and their corresponding Korean Chinese characters words basically, in the higher 145 South Korean students for the test object, the qualitative and quantitative comparison, analysis methods, the "ancient Chinese Dictionary" (Fifth Edition), NATE/NAVER/DAUM collection of dictionaries "," South Korea "Korea dictionary", "dictionary of Chinese dictionaries and textbooks Chinese characters" Beijing University Press book talk "Chinese course" and "scale - level Chinese tutorial" as the corpus, and the word is often used to expand eight the situation of Korean Students were tested, and their assessment of control word of the situation. Inventions parting words to expand the situation error important contains object bias, complement for expansion of the bias, expand with attributive of errors and the inversion errors of type. The reason lies in the lack of errors occurred in the mother tongue negative migration, the rules of the target language teaching and teaching material of generalization. Accordingly, the author of faculty teaching proposed comparison, chunk, context teaching strategy; the supplementary teaching materials textbooks, dictionaries, help the exercise books etc. prepared recommendations; at the same time to learner proposed every parting words to expand to do signs of cognitive strategies, application of native help learning the mother tongue strategy and situation strategy and teaching countermeasures. 目录: 致谢 4-5 中文摘要 5-6 Abstract 6 1 绪论 9-21 1.1 写作的缘起 9 1.2 相关文献综述 9-18 1.2.1 离合词本体探讨近况 10-16 1.2.2 教学界对于离合词的探讨成果及不足 16-18 1.3 选题的目的和意义、探讨思路与措施、语料 18-21 1.3.1 选题的目的和意义 18 1.3.2 探讨思路与措施 18-20 1.3.3 语料 20-21 2 汉语离合词与韩国语对应词语的对比略论 21-31 2.1 汉语离合词的语法特点 21 2.2 汉语离合词与对应韩国语汉字词的差异 21-24 2.2.1 离合词与对应韩国语汉字词的相同点 21-22 2.2.2 离合词与对应韩国语汉字词的不同点 22-24 2.3 离合词常见的扩展式、颠倒式、重叠式在韩语中的对译 24-30 2.3.1 离合词常见的扩展式在韩语中的对译 24-30 2.3.2 颠倒式在韩语中的对译 30 2.3.3 重叠式在韩语中的对译 30 2.4 小结 30-31 3 韩国学生使用离合词情况的调查略论 31-41 3.1 离合词的偏误调查 31-36 3.1.1 调查目的 31 3.1.2 调查试卷的设计 31-32 3.1.3 调查对象、实施步骤和措施 32-33 3.1.4 调查结果与略论 33-36 3.2 离合词偏误略论 36-39 3.2.1 带宾语的偏误 37-38 3.2.2 用补语扩展的偏误 38 3.2.3 用定语扩展的偏误 38 3.2.4 颠倒式的偏误 38-39 3.3 韩国留学生习得汉语离合词偏误的成因 39-40 3.3.1 母语负迁移 39 3.3.2 目的语规则泛化 39 3.3.3 教学教辅材料不足 39-40 3.4 小结 40-41 4 针对韩国学生的汉语离合词教学策略 41-47 4.1 教师教学方面的教学策略 41-42 4.1.1 对比策略 41 4.1.2 语块策略 41-42 4.1.3 语境策略 42 4.2 教学教辅材料方面的建议 42-44 4.2.1 对教材编写提出的建议 42-43 4.2.2 对词典编纂提出的建议 43 4.2.3 对辅助练习册编写提出的建议 43-44 4.3 学习者应具备的学习策略 44-46 4.3.1 认知策略 44-45 4.3.2 母语策略 45 4.3.3 形式策略 45-46 4.4 小结 46-47 5 结语 47-49 5.1 对本探讨的总结 47 5.2 本探讨的不足之处及对今后探讨的展望 47-49 5.2.1 本探讨的不足之处 47-48 5.2.2 对今后探讨的展望 48-49 参考文献 49-56 附录 56-63 |
