| 跟着中韩两国关系的赓续成长，两边在汉语方面的进修与交换也日趋增多。是以，若何进步韩国粹生进修汉语的效力，有针对性的处理汉语进修中的难点曾经成为近期学界存眷的重点之一。介词作为汉语语法中实词的一种，在汉语语法体系中有着奇特的价值和主要的功效。有关材料注解，韩语论文范文，个中“把”是韩国留先生介词进修中偏误率最高、最难处理的一个。“把”字句难，一方面是由于其自己限制前提多，语义多样，比拟庞杂难明；另外一方面也是由于中韩两国的语系分歧，在韩语中也没有对应“把”字句的情势。再加上今朝现有的汉语教材里对于“把”字句也缺少详实的实际指点，都使得韩国粹生在进修“把”字句进程中涌现许多偏误。本论文重要参考北京说话年夜学HSK静态作文语料库和运用普遍的对外汉语教材和作用较年夜的语法作品中的相干例句。同时，韩语论文网站，本论文也会运用一些以往文献中的语料内容，互联网语料和韩国留先生的查询拜访问卷。个中，本文的本体研究重要起源于北京说话年夜学HSK静态作文语料库和针对吉林年夜学处于分歧进修阶段的61位韩国留先生的查询拜访问卷。以上述语料为研究基本，在现有研究的基本之上，经由过程剖析归结、查询拜访、比较等办法，对“把”字句偏误的类型、散布情形及偏误纪律停止剖析，宗旨在于经由过程统计剖析寻觅成绩之成因，并商量处理成绩的措施，为对外汉语教授教养供给根据。经由过程剖析和总结，本文重要统计了韩国留先生“把”字句的偏误共7类19种，并剖析了其重要的缘由。同时，作者经由多方面的查询拜访和历久的思虑，提出了几点增进留先生汉语教授教养的对策，即从理清“把”字句的语义及构造特点、应用按部就班的教授教养办法、看重偏误剖析在对外语教授教养中的感化、进步对外汉语教员的素养、有针对性的教材编写等方面，赓续进步对外汉语教授教养的质量。 Abstract: Along with the ceaseless development of China ROK relations, study and exchange on both sides in Chinese has also increased. So how to improve the effectiveness of Korea student learning Chinese, there are difficulties in targeted treatment of Chinese learning has become one of the focus of recent academic attention. As a kind of preposition words in Chinese grammar, has a unique value and functions in the system of Chinese grammar. For the material notes, the "put" is the highest, the most difficult to deal with the error rate of the students in the learning of the preposition in the South Korea. It is difficult to "Ba" sentence, on the one hand, because of its own limitations, the semantic diversity, more complex and difficult to understand; on the other hand, due to the differences between China and South Korea, the two countries in the Korean language is not corresponding to the "Ba". In addition to the existing Chinese teaching materials on the "Ba" sentence is also lack of detailed practical guidance, the students in the study of the "Ba" in the process of the emergence of a number of errors in the process of. This paper is an important reference of coherent Beijing speaking university HSK static composition corpus and applied widely in foreign Chinese textbooks and a greater impact on the grammar works in. At the same time, this paper will also use some of the data in the previous literature, the internet corpus and South Korea to stay, mr.. The origin of this research, an ontology in Beijing speak University HSK static composition corpus and for the Jilin University in 61 different learning stages of Korean students questionnaire. Based on the above data, the research is based on the analysis of the types, distribution and error of the "Ba" sentence. The purpose is to analyze the causes of the results, and discuss the method of treatment. Through the process of analysis and summary, this paper is an important statistic of South Korea to leave "the" sentence errors of 7 types of 19 categories, and analyzes its important reason. At the same time, the author through various investigations and long-term thinking, and puts forward some strategies for improving students Chinese teaching, namely from the clear "to" semantic and structural characteristics, the use of words teaching methods, the error analysis in the follow the prescribed order value for foreign language teaching in the role of education and progress of Chinese as a foreign language the teacher's quality, targeted teaching materials and so on, the quality of foreign language teaching progress continuously. 目录: 摘要 4-6 Abstract 6-7 第1章 导论 12-22 1.1 选题缘起和意义 12-13 1.2 探讨的对象 13-14 1.3 探讨措施 14-15 1.4 语料来源 15 1.5 “把”字句的基本探讨 15-22 1.5.1 “把”字句的语义探讨成果概述 16-19 1.5.2 “把”字句的偏误探讨及习得探讨成果概述 19-22 第2章 韩国留学生使用“把”字句的调查略论 22-29 2.1 调查目的 22-24 2.2 问卷调查内容及措施 24-25 2.2.1 调查对象 24 2.2.2 问卷完成方式 24 2.2.3 问卷设计准则 24 2.2.4 问卷调查内容 24-25 2.3 调查问卷略论统计结果 25-29 2.3.1 问卷第一部份调查结果 25-27 2.3.2 问卷第二部份调查结果 27-29 第3章 “把”字句的偏误略论 29-51 3.1 与谓语相关的偏误 30-34 3.1.1 “把”/光杆动词 31 3.1.2 “把”/不及物动词 31-32 3.1.3 谓语是心理感知的词语 32-33 3.1.4 把/动补结构 33 3.1.5 谓语是能愿动词 33-34 3.2 与状语相关的偏误 34-38 3.2.1 否定副词位置错误 34-36 3.2.2 能愿动词/“把” 36-37 3.2.3 其他状语位置错误 37-38 3.3 补语相关偏误 38-40 3.3.1 补语缺失 38-40 3.3.2 补语误用和错序 40 3.4 与宾语相关的偏误 40-42 3.4.1 宾语的泛指及误用 40-41 3.4.2 宾语处于“把”字和动词之后（动宾结构） 41-42 3.5 与助词相关的偏误 42-44 3.5.1 语气助词的使用 42-43 3.5.2 时态助词的使用 43-44 3.6 “把”字句的回避 44-47 3.6.1 含有表示空间方位的介词语时应当使用“把”字句 45-46 3.6.2 含有“成、为、作”词语时应当使用“把”字句 46 3.6.3 在动词前含有“都、全”等副词时应当使用“把”字句 46-47 3.7 “把”字句的泛化 47-49 3.7.1 不应当使用“把字句而使用的情况 48 3.7.2 运用其他句式而误用“把”字句 48-49 3.8 小结 49-51 第4章 “把”字句的教学思考 51-67 4.1 “把”字句的偏误成因略论 51-53 4.1.1 韩语的母语负迁移 51-53 4.1.2 目的语的泛化 53 4.2 对韩国留学生的“把”字句教学思考 53-67 4.2.1 重视偏误略论在对外语教学中的影响 55-57 4.2.2 理清“把”字句的语义及结构特征 57-59 4.2.3 采用循序渐近、由浅入深的教学措施 59-63 4.2.4 提高对外汉语教师的素养 63-64 4.2.5 针对性的教材编写 64-67 参考文献 67-68 |
