| 中韩两都城属于汉字文明圈，汉语和韩语也存在着很年夜的相通的地方，刚开端学汉语的韩国粹生很轻易就可以学会汉语中的辞汇，然则到了中高等阶段，跟着辞汇量的赓续成长，韩国粹生却会由于两国分歧的词语搭配习气而涌现偏误，特殊是动宾搭配。有一个研究剖析依据进修汉语的韩国粹生在词语搭配经常犯的毛病停止分类，在所剖析的80个词语搭配中，先生经常失足的搭配有：主谓构造的有17个，占总数的31％，动宾构造的有27个，占总数的49。7％，偏正构造的有10个，占总数的19％。从中我们也能够看出，韩国粹习者在停止词语搭配时，对谓语的控制不敷幻想（刘燕，韩语论文范文，韩语论文网站，2010)[1]。经由过程查询拜访可以发明，很多韩国粹生不理解或躲避运用一些罕见的动宾搭配用法。然则因为动宾构造是五年夜句法构造中构造意义最庞杂的一种，汉语语法的很多成绩都和动宾构造有关系，所以动宾搭配成绩在汉语语法中有非常主要的意义，是以必需高度看重这一说话构造的教授教养。本文拟对韩国粹生进修汉语动宾构造所涌现的偏误停止研究剖析，力争总结出合适韩国粹生进修动宾构造的教授教养办法，本文的根本框架以下：第一章是绪论。这部门阐述本课题的研究意义、研究现状、研究内容及办法。第二章论述动宾搭配是汉语进修中的重点和难点，接着剖析汉语动宾搭配在韩国语中的对应情势—以韩国粹生常犯的动宾搭配毛病为主停止了搜集、整顿、分类和剖析。第三章在第二章的基本上做了查询拜访问卷，包含查询拜访对象及查询拜访办法、查询拜访内容，并对换查成果停止剖析。第四章经由过程偏误剖析研讨动宾搭配偏误的类型及发生的缘由。第五章针对第3、四章的剖析成果，论述全体的教授教养准绳，并提出针对韩国粹活泼宾搭配教授教养的战略。第六章为结论。总结了本次中高等程度韩国留先生的动宾搭配进修情形，并剖析了本次研究的缺乏与后续研究的建议。本文重要商量的是：经由过程韩国粹活泼宾搭配习得中的偏误剖析，找出中高等阶段的韩国粹活泼宾搭配习得的纪律，剖析偏误的类型及发生缘由，并提出以削减中高等阶段的韩国粹生在动宾搭配运用进程中涌现偏误的办法，在此基本上拟定针对韩国粹活泼宾搭配教授教养的战略，力图使先生更周全精确地控制动宾搭配，也使他们能加倍闇练地运用动宾搭配。 Abstract: China and South Korea two capital belongs to the cultural circle of Chinese and Korean Chinese characters, there are also the same place is very big, just beginning to learn Chinese Korean students can easily learn Chinese vocabulary, but to a higher stage, along with the ceaseless development of vocabulary, Korea student is due to differences between the two countries. Collocation errors and habits emerge, is a special verb object collocation. A study on the Korean students learning Chinese in collocation often mistake the classification, in the analysis of the 80 words collocation, collocation often slip: subject predicate structures are 17, accounting for 31% of the total, VO structure has 27, accounting for 49 of the total. 7%, there are 10 of the positive structure, accounting for 19% of the total. We can also see that South Korea to learn to stop collocation, control of the predicate is not enough Fantasy (Liu Yan, 2010) [1]. The survey can be found, many Korean students do not understand or avoid using some rare verb object collocation. However, because the verb object construction is the most complex of the five major syntactic structures, many achievements of Chinese grammar are related to the structure of the verb object. Therefore, it is very important to have a high value in Chinese grammar. This paper intends to Korea student to learn Chinese by the emergence of object construction errors in research and analysis, and strive to summarize suitable Korea student learning VO structure teaching methods, basic framework of this paper is as follows: the first chapter is the introduction. This section describes the significance of this topic, research status, research contents and methods. The second chapter discusses the verb object collocation is the key and difficult point in the Chinese language, then analyzes the Chinese verb object collocation situation in Korean - corresponding to the verb object collocation often make wrong Korea student mainly stopped collecting, rectification, classification and analysis. In the third chapter, the second chapter basically do a survey, including investigation object and survey methods, survey content, and carries on the analysis on the investigation results. The fourth chapter analyzes the types and causes of the errors of the collocation. The fifth chapter is the analysis of the third and four chapter, the paper discusses the teaching principle of the whole, and puts forward the strategy of the teaching of Han Guocui and. The sixth chapter is the conclusion. This summary of the situation of the high level of the South Korean students in South Korea, collocation, and the analysis of the lack of this study and follow-up recommendations. This article discuss is: through the process of Korean active object collocation errors in the acquisition of the analysis, find out in the higher phase of Han Guocui active object collocation acquisition discipline, analyzing the type of errors and causes, and put forward to a higher stage of reduction in Korea student errors in the way the emergence of verb object collocation application in this process, basically to develop Korea lively object collocation teaching strategy, try to make a more comprehensive and accurate control of Mr verb object collocation, also enables them to double the dark practice application of verb object collocation. 目录: |
