| “是”字句是古代汉语中运用频率异常高的一种主要句型,其构造庞杂多样,语义类型单一。所之外国留先生进修起来会感到到有难度,涌现的偏误也就多。本文共分为七章,重要包含四个部门。第一部门为本文的第一章引言,从选题启事和研究目标和意义动身,阐述了对外汉语教授教养中“是”字句的主要性,还对实际根据和办法和语料起源作了解释。第二部门为本文的第二章,查询拜访了“是”字句以往的研究情形,分离从“是”字句本体研究和汉语作为第二说话教授教养中的“是”字句研究两个方面停止考核。第三部门也就是本文的主体,包含第三章、第四章、第五章和第六章。这部门起首以北京说话年夜学的“HSK静态作文语料库”中收录的韩国留先生的作文和“是”字句错句为语料,对韩国留先生“是”字句的准确用例和偏误用例停止周全的剖析,进而得出韩国留先生“是”字句的习得次序和偏误成因。其次,经由过程问卷查询拜访的措施进一步懂得安徽年夜学韩国留先生“是”字句的习得情形。最初,在此基本上为韩国留先生“是”字句教授教养提出了建议,愿望可以对韩国留先生进修“是”字句有一些赞助。第四部门就是本文的最初一章第七章结论,总结了本文的重要内容,并提出了本文的一些缺乏。 Abstract: The sentence "is" is a kind of main sentence pattern which has a high frequency of application in ancient Chinese. Its structure is complex and various, and its semantic type is single. Foreign students stay in the study will feel the difficulty, the emergence of a number of errors will be more. This paper is divided into seven chapters, it is important to include four departments. First part is the first chapter introduction, from the selected topic reason and the research goal and the significance of the start, expounds the teaching of Chinese as a foreign language "is" the words, but also on the practical basis and method and data origin explained. The second part is the second chapter of this paper, visited the "is" words in the past the research situation, the separation from the "is" sentence ontology research and Chinese as a second language teaching of "is" sentence research two aspects to carry on the appraisal. The third part is the main body of this paper, including the third chapter, the fourth chapter, the fifth chapter and the sixth chapter. Included with the chapeau of this department in Beijing speak University "HSK dynamic composition corpus" in South Korea left Mr. composition and "is" sentence wrong sentence corpus of Korean left Mr. "is" sentence accurate cases and error cases stop comprehensive analysis, and then come to the conclusion that the South Korean left "is" sentence acquisition order and the causes of errors. Secondly, through the questionnaire survey method further understand Anhui University South Korea left Mr. "is" sentence learning conditions. At first, in this basically stay for the South Korean students "is" the words of the professor put forward suggestions, the desire to stay for the South Korean students "is" the word has some sponsorship. The fourth part is the first chapter of this article seventh chapter conclusion, summarized the main content of this article, and put forward some of the lack of this paper. 目录: 摘要 3-4 Abstract 4 目录 5-7 第一章 引言 7-10 1.1 选题缘由 7 1.1.1 为什么选择“是”字句作为探讨点 7 1.1.2 为什么选择韩国留学生作为探讨对象 7 1.2 探讨目的和意义 7-8 1.2.1 探讨目的 7-8 1.2.2 探讨意义 8 1.3 理论依据和措施 8-9 1.4 语料来源 9-10 第二章 “是”字句探讨综述 10-14 2.1 “是”字句本体探讨综述 10-11 2.1.1 “是”的词性归属探讨 10 2.1.2 “是”字句语法、语义、语用探讨 10-11 2.2 汉语作为第二语言教学中的“是”字句探讨综述 11-14 第三章 基于“HSK动态作文语料库”的韩国留学生“是”字句习得情况略论 14-24 3.1 “是”字句的分类 14-15 3.2 “是”字句正确用例的略论 15-18 3.3 “是”字句偏误用例的略论 18-24 3.3.1 遗漏偏误 18-20 3.3.2 误加偏误 20-21 3.3.3 误代偏误 21 3.3.4 错序偏误 21-22 3.3.5 杂糅偏误 22 3.3.6 小结 22-24 第四章 韩国留学生“是”字句习得情况问卷调查略论 24-28 4.1 问卷调查设计 24-25 4.1.1 问卷调查的目的 24 4.1.2 问卷调查的对象 24 4.1.3 问卷调查的内容 24 4.1.4 问卷调查的要求 24-25 4.2 问卷调查结果 25-26 4.3 小结 26-28 第五章 韩国留学生“是”字句的偏误成因 28-33 5.1 母语负迁移 28 5.2 对汉语语法规则掌握不牢固 28-29 5.3 目的语规则泛化 29 5.4 学习策略和交际策略 29-30 5.5 学习环境的作用 30-33 5.5.1 教师的讲解 30-31 5.5.2 教材的编写 31-32 5.5.3 外部语言环境的作用 32-33 第六章 韩国留学生“是”字句教学建议 33-36 6.1 对教学的建议 33-34 6.2 对教材的建议 34 6.3 对教师的建议 34-36 第七章 结论 36-37 注释 37-38 参考文献 38-40 附录 40-43 致谢 43 |
