| 辞汇教授教养是汉语才能造就的基本环节,辞汇教授教养后果直接作用着进修者汉语的全体程度。汉字词的年夜量借入和历久运用,丰硕了韩语辞汇,也使韩国粹生更容易于懂得和控制汉语辞汇。然则,汉语和韩国语分离属于完整分歧的汉藏语系和阿尔泰语系。且因为实际景象变更、人们对实际景象认知改变、说话景象转变和词义间的互相作用,中韩汉字词都在依照固有的成长轨迹各自演化,两者根源的雷同和在演化后发生的差别为尚处于低级阶段惯以母语思想的韩国粹生带来很年夜困扰,常在词义懂得和词语运用方面涌现偏误。本文的研究重点在低级阶段韩国粹生的词语教授教养上,以辞汇语义学、联系关系实际和偏误剖析实际为依托,查询拜访了韩国顺天乡年夜学中语中文专业二年级先生的汉语辞汇偏误情形。经由过程过细的偏误剖析和类型归结,寻找偏误缘由,明白了教授教养重点、难点,进而研究针对低级阶段韩国粹生的辞汇教授教养办法。本文共分五部门。第一章是绪论。重要引见低级阶段辞汇教授教养中偏误研究的主要性及研究现状,明白了选题缘由、意义及研究规模。第二章对本文实际基本和相干研究角度停止论述。引见第二说话习得实际重要内容,阐释联系关系实际、辞汇语义学道理及偏误剖析的根本办法,为文章打下坚实实际基本。第三章分离从语素层面和词的层面临低级阶段韩国粹生汉语辞汇习得偏误停止了剖析,并将偏误缘由归结为母语和目标语负迁徙、内部和外部身分作用四方面。第四章针对第三章的剖析成果,提出五种合适低级阶段韩国粹生进修汉语辞汇的教授教养办法,力图做到八面玲珑。第五章对全文停止了扼要的归结和总结,说明了低级阶段韩国粹生汉语辞汇习得的难点,再次强调语素教授教养和汉韩说话比较的主要性,并对后续研究提出了建议。 Abstract: Vocabulary teaching is the basic link that can be produced by Chinese, and the consequences of the teaching of the Chinese language and the teaching of the Chinese language will directly affect the whole level of Chinese language. Chinese words in the large amount of borrowing and long-term application, rich Korean vocabulary, also make the quintessence of Han students is easier to understand and control of Chinese vocabulary. However, Chinese and Korean belong to different Sino Tibetan and Altai languages. And because the scene change, people change of scene perception, scene change and meaning between influence each other speak, Chinese characters in China and South Korea are in according to the inherent growth trajectory of their evolution, both the root of identical and occurred in the evolution of difference is still in the lower stage used to native thought quintessence of Han students bring very big trouble, often in semantic understand words and application aspects emerges bias. The focus of this research in the lower stage of Korea student words teaching, to resign exchange semantics, connection actual and error analysis of practice as the basis, visited the South Korean Chun Hyang University Language Chinese professional second grade Mr. Chinese lexical errors in. Through the meticulous process error analysis and the type of attribute, looking for error reason, understand the teaching key points and difficulties, and research for a low-level stage Korea student speech exchange teaching way. This article is divided into five departments. The first chapter is the introduction. Important introduction to the lower stage of the teaching of the error of the main research and research status, to understand the reasons for the topic, significance and research scale. The second chapter discusses the basic theory of this article and the relevant discussion. Introduce the actual content of the second language acquisition, the interpretation of the relationship between the actual situation, the basic approach of lexical semantics and error analysis, to lay a solid foundation for the article. In the third chapter, the separation from the morphemes and word level face lower stage the quintessence of Han students Chinese lexical acquisition error was analyzed, and the and the error reason is due to mother tongue and the target language negative transfer, internal and external factors of. Chapter 4 according to the third chapter of the analysis of the results of the proposed five suitable low-level stage Korea student learning Chinese speech exchange teaching way, and strive to achieve smooth and slick. The fifth chapter of the full text stopped briefly summarized and concluded, explains the lower stage of the quintessence of Han students Chinese speech vocabulary acquisition difficulties, once again stressed morpheme teaching and the Han Chinese to speak of, and puts forward some suggestions for the further research. 目录: 摘要 5-6 Abstract 6 第1章 绪论 9-17 1.1 选题源起及相关概念界定 9-10 1.1.1 选题源起 9-10 1.1.2 “初级阶段”范围确定 10 1.2 相关探讨回顾 10-15 1.2.1 对外汉语词汇教学探讨 10-12 1.2.2 我国现阶段对韩汉语词汇习得偏误探讨 12-15 1.3 探讨目的及意义 15 1.3.1 探讨目的 15 1.3.2 探讨意义 15 1.4 探讨过程 15-17 1.4.1 调查对象 15-16 1.4.2 语料来源 16 1.4.3 探讨措施 16-17 第2章 偏误略论的理论基础及角度 17-21 2.1 对比略论与语言迁移 17 2.2 偏误略论与“中介文化行为系统” 17-18 2.2.1 “中介文化行为系统 17-18 2.2.2 偏误略论 18 2.3 依托关联理论应对词汇习得偏误 18-20 2.3.1 关联理论与认知语境 18-19 2.3.2 关联理论对词义理解的指导意义 19-20 2.4 词汇语义学理论对词义理解的指导意义 20-21 第3章 初级阶段韩国学生汉语词汇习得偏误略论 21-40 3.1 语料统计情况 21-22 3.2 初级阶段韩国学生词汇习得偏误的类型及原因略论 22-38 3.2.1 语素层面偏误略论 22-32 3.2.2 词层面偏误略论 32-38 3.3 初级阶段韩国学生汉语词汇习得偏误的原因总结 38-40 3.3.1 母语的负迁移 38-39 3.3.2 目的语的负迁移 39 3.3.3 内部因素作用 39 3.3.4 外部因素作用 39-40 第4章 针对初级阶段韩国学生的词汇教学策略 40-47 4.1 从语素略论着手词汇教学 40-42 4.1.1 由基本词汇中的单音节词放射教学 40-41 4.1.2 合成词教学中的语素略论 41-42 4.1.3 同义词辨析中的语素略论 42 4.2 加强汉韩语言对比，明确教学重点难点 42-44 4.2.1 积极发挥正迁移的影响 42-43 4.2.2 有效减少负迁移的作用 43-44 4.3 强化语境教学，韩语论文网站，注重关联性 44-45 4.3.1 在语境中进行词汇教学 44-45 4.3.2 引导学生进行选择性的课外阅读 45 4.4 强化文化异同，重视词汇民族性 45-46 4.5 加强词语练习 46-47 结语 47-48 参考文献 48-50 致谢 50 |
