| 本研究运用由北京说话年夜学研制的“HSK静态作文语料库”作为研究资料,拔取语料库中包括“不”和“没”的8847条语料,对语料停止正误断定,归结出13类“不”否认构造和9类“没(有)”否认构造,盘算韩国粹习者这22类构造的准确运用绝对频率,得出习得次序,在对各构造的习得情形停止具体剖析后,总结了作用汉语否认构造习得次序的身分。然后对韩国粹生在“不”和“没(有)”否认构造中所涌现的偏误停止分类,并具体剖析各类型偏误。经由过程剖析发明,母语对韩国粹习者“不”和“没(有)”否认构造的习得发生的搅扰较年夜。有鉴于此,本文针对对韩汉语否认构造教授教养及教材编写提出了两点建议。文章共分五个部门。第一部门论述了“不”和“没(有)”在汉语教授教养和汉语进修中的主要位置,提出了本文的研究规模,并指出研究价值地点。第二部门对汉语否认句本体研究、否认句的习得研究(包含汉语作为第二说话的语法习得研究、国外否认句习得研究和国际否认句习得研究)、韩国粹生的汉语语法习得研究和“不”和“没(有)”的教授教养研究停止了梳理。第三部门提出本文的研究成绩,解释了本文的研究设计和语料处置措施,并简略描写语料分类框架,解释分类根据,最初引见本文彩用的统计办法。第四部门经由过程对“不”和“没(有)”否认构造习得次序统计成果的剖析息争释,总结出作用韩国粹生汉语否认构造习得次序的身分,包含韩语与汉语对应构造的有没有及类似度、说话类型的差别、汉语否认构造庞杂度和意义清楚度和教授教养的作用四年夜身分。然后对“不”和“没(有)”否认构造偏误归类,得出七类偏误类型,即误代、误加、漏掉、错序、语法前提、句式杂糅和混杂,考核各类偏误散布情形,并对各类偏误停止具体的剖析,总结出三种偏误起源母语负迁徙、目标语常识泛化落第一外语负迁徙。另外,还评论辩论了习得次序研究办法带来的启发。最初一部门在结论的基本上,提出了对汉语教室否认领域教授教养和汉语教材否认构造的编写的两点建议。 Abstract: The research and application by Beijing speak University developed the HSK static composition corpus "as the research data, select corpus including" bu "and" Mei "8847 corpus, the corpus stop false posit that boils down to 13 categories of" not "deny structure and 9 types of" no "negative structure, calculation of Korea learners of the 22 kinds of structural accurate application of absolute frequency that acquisition order, in case of the acquisition of various tectonic analysis of concrete to stop, and summarizes the influence of Chinese deny the identity of the tectonic sequence of the acquisition of. Then the Han the quintessence of Chinese culture in the "no" and "not" deny constructed by the emergence of error classification, and analyzes in detail various types of errors. Through the analysis of the process of the invention, the mother tongue of the quintessence of Han Xi "no" and "not" deny is the eve of the structural learning takes place in trouble. In view of this, this paper on the Chinese language teaching and textbook compiling structure denied two suggestions. The article is divided into five departments. The first part discusses the "bu" and "Mei (you)" the main position in the Chinese teaching and learning in Chinese, this paper put forward the scope of the study, and points out the research value of the place. Second Department of Chinese deny sentences ontology research, denied sentence acquisition research (including Chinese as second language grammar acquisition research, foreign denied sentence acquisition research and the deny statement Acquisition Research), the quintessence of Korean students study Chinese grammar learning and "no" and "no" in the teaching and research stopped combing. The third department put forward this research results, explains the research design and data disposal method in this paper, and a brief description of the corpus classification framework, explain the classification according to the statistics, this paper first introduced the color. The four departments through the process of "no" and "not" deny structure acquisition order statistical results to analyze and explain, summed up the influence the quintessence of Han Chinese deny structure acquisition order of identity, including Korean and Chinese corresponding structure there is no and similar degree, talking type difference, Chinese deny structural complexity and clear in meaning and teaching effects of four big factors. And then to "no" and "no" negative structures, error classification, it is concluded that seven types of errors, i.e. the error generation, plus false, missing, wrong order, grammar, sentence combination and hybrid, assessment of error spread and of all kinds of errors stop specific analysis, summed up the three error origin of mother tongue negative transfer, overgeneralization of target language knowledge falls first language negative transfer. In addition, also review the debate about research methods inspired acquisition order. The first part in the conclusion basically, proposed to the Chinese classroom teaching and Chinese teaching field deny deny written two suggestions structure. 目录: |
