| 汉语空间介词平日用于表达空间概念，作为介词的一种，韩语论文，具有相当的庞杂性。韩语助词也常常用于空间表达概念的，语义上与汉语空间介词存在必定对应关系，但在性质和句法功效等方面存在较年夜差别。这些身分招致韩国粹生在习得汉语空间介词时偏误率极高。在本文中笔者将借助中介语实际、比较剖析法、偏误剖析法对韩国粹生习得汉语空间介词的偏误停止分类和商量，提出汉语空间介词的相干教授教养对策。本文共分为六个部门。第一部门为引言，重要引见了汉语空间介词及空间介词偏误剖析的研究概略，交卸了本文的研究内容、研究目标、研究意义、研究办法及语料起源。第二部门为表空间介词的本体实际概述。依据后人研究界定了汉语空间介词的规模和种别，并联合实例论述了汉语空间介词的性质、句法功效，详细剖析了各个空间介词的性质和句法功效。为下文偏误研究奠基实际基本。第三部门为空间介词语料统计及教授教养排序建议。起首对语料库的内容停止了挑选，整顿了韩国粹生运用汉语空间介词的一切例句，其次，得出了各个空间介词偏误句数目。最初对相干数据停止了总结，制订了韩国粹生习得汉语空间介词的偏误率剖析表，并联合相干数据提出了空间介词的教授教养排序建议。为下文偏误剖析及教授教养对策供给数据支撑。第四部门为偏误类型剖析及偏误缘由研讨。起首依据误加、误代、漏掉、错序的分类尺度，对韩国粹生习得汉语空间介词的偏误停止了分类，针对相干偏误例句停止了剖析解释；其次从母语迁徙、目标泛化、外交战略、教授教养误导等四个方面动手，韩语论文范文，商量了韩国粹生习得汉语空间介词时发生偏误的缘由。第五部门为教授教养对策。联合上文对于偏误类型和偏误缘由的剖析，环绕韩国粹生习无暇间介词进程中涌现的偏误提出教授教养建议。年夜致包含依据韩国粹生进修特色教授教养、教材编订、采取情形教授教养法、强化演习、分阶段分条理教授教养五个部门。最初为结语，论述本文的重要不雅点及缺乏，愿望本文的研究可以进步韩国粹生习得汉语空间介词的效力，同时对相干教授教养有所赞助。 Abstract: Spatial prepositions in Chinese are used to express the concept of space, as a kind of preposition, which has a considerable complexity. Korean particles are often used for space to express the concept and the semantic and spatial prepositions are there must correspond to the relationship, but in the nature and the syntax function there is a big difference. These factors lead to Korean students in learning Chinese spatial preposition errors rate is extremely high. In this paper I will use practical interlanguage, comparative analysis, error analysis method of Korea students acquisition of Chinese space preposition errors stop classification and discuss, put forward coherent teaching strategies of spatial prepositions. This paper is divided into six departments. The first part is the introduction, mainly introduces the Chinese spatial prepositions and preposition errors analysis summary of researches and relinquished the research content, research goal, research significance, research methods and data origin. A practical overview of the second sector as a table space preposition. According to the later study, the scale and the types of Chinese spatial prepositions are defined, and the nature and function of Chinese spatial prepositions are discussed in detail. To lay the foundation for the actual foundation. The third sector is the statistical analysis of the spatial preposition corpus and the suggestions on teaching and learning. Chapeau of corpus content stop selection, rectify the quintessence of Han students all the examples of application of spatial prepositions. Secondly, we get the various space preposition error number. Initially to relevant data to summarize, formulate the Korea students acquisition of Chinese space preposition error rate analysis table, and combined coherent data the spatial preposition teaching ordering is suggested. For the following error analysis and teaching strategies to support the supply of data support. The fourth sector is the analysis of the types of errors and the reasons for errors. According to the first error plus, missing, missing, wrong sequence classification scale, of Korea students acquisition of Chinese space preposition errors a classification, according to coherence errors. The analysis explanation; secondly from the mother tongue migration, generalization, diplomatic strategy, teaching misleading four aspects of yourself, to discuss the quintessence of Han Students Acquisition of Chinese space preposition occurs when the bias of the reason. Teaching strategies for the fifth sector. Combined with the above about the types of errors and error reason analysis, surround the quintessence of Han student learning space preposition in the process of the emergence of error teaching suggestions. Nianye contains according to the quintessence of Korean students learning characteristics of teaching, textbook compiling, take case teaching method, strengthening exercises, stage structured teaching five departments. First is the conclusion, discusses the important indecent point and lack of, wish the research can advancement of Korea student acquisition of spatial prepositions are the effect, the coherent teaching has sponsored. 目录: |
