| 跟着全球规模内的“汉语热”愈演愈烈，进修汉语的人数逐步增多，留学中国的留先生也愈来愈多。加上最近几年来中韩两国在社会经济、文明等方面的接洽日趋亲密，两国的留先生人数逐年增多，在华留先生中韩国粹生数目居列国留先生数目首位，韩国人进修汉语的热忱也愈来愈低落。因为留先生母语对汉语进修的作用和汉语自己所存在的难度等缘由，招致了留先生在进修汉语的进程中，多若干少会发生一些偏误，这些偏误的存在严重作用留先生对汉语的进修效力。本文经由过程对“HSK静态语料库”中提取的水平副词“真”、“太”的偏误语料的剖析，研讨偏误发生的缘由，并提出响应的教授教养战略，从而愿望能进一步进步对外汉语的教授教养程度和汉语进修者的进修效力。本文起首从本体研究动手，以三个立体实际为基本，免费韩语论文，经由过程剖析北京年夜学CCL语料库的语料，对水平副词“真”、“太”分离从语义、句法和语用三个方面停止了研究。基于上述本体研究，本文又对水平副词“真”和“太”分离从语义层面、句法层面和语用层面停止了比较剖析。接上去，本文对韩国留先生习得水平副词“真”、“太”的偏误停止剖析。基于北京说话年夜学HSK静态作文语料库，对汇集到的韩国留先生习得水平副词“真”、“太”的偏误语料停止统计，偏误剖析，并联合有关材料归结偏误类型，韩语论文，总结偏误缘由，找出偏误构成的纪律。最初，经由过程偏误剖析得出结论，商量防止偏误的办法及教授教养战略，并为对外汉语的教授教养供给一些办法、建议。 Abstract: Along with the global scale of the "Chinese fever", the number of people learning Chinese gradually increased, the study of the Chinese students are more and more. In recent years, with China and South Korea in the social economy, culture and other aspects of the increasingly close contact between the two countries, student number is increasing year by year, students of Korean students in the number of students studying in China the number of first nations, South Koreans learning Chinese enthusiasm are increasingly low. Because of the influence of the mother tongue and the difficulty of the Chinese language, it has caused the students to stay in the process of learning Chinese, and some of them will have some errors, which seriously affect the students' learning effectiveness. This paper analyzes the "true" and "false" data of the "HSK", "true" and "too", and discusses the reasons of the errors, and puts forward the strategies of response. This paper from the ontology research to hands-on, three dimensional theory, through analysis of the University of Beijing CCL corpus, the level of the Adverb "true", "too" separation from the semantic, syntactic and pragmatic three aspects of the study. Based on the ontology research, this paper also analyzes the level of "truth" and "too" separation from the semantic level, the syntactic level and the pragmatic level of the comparative analysis. Then, this paper analyzes the errors of the "true" and "too" of the "true" and "false". Beijing University speak HSK static composition corpus based on collected Korean students acquisition level adverb "true" and "too much" errors stop statistics, error analysis, and combined with relevant materials summed up the types of errors, summarize the error reason, find errors of discipline. In the beginning, the conclusion is drawn by the error analysis, and to discuss the measures to prevent errors and the teaching strategy. 目录: 摘要 3-4 Abstract 4 第一章 引言 7-12 一、探讨目的及意义 7 二、程度副词“真”、“太”的探讨近况 7-9 （一）程度副词“真”、“太”的本体探讨近况 7-8 （二）程度副词“真”、“太”作为第二语言的探讨近况 8-9 三、本文的相关探讨工作 9-12 （一）探讨措施 9-10 （二）探讨内容 10 （三）语料来源 10 （四）创新与不足 10-12 第二章 程度副词程度副词“真”、“太”的本体探讨 12-23 一、程度副词“真”的三个平面探讨 12-16 （一）语义略论 12 （二）句法略论 12-16 （三）语用略论 16 二、程度副词“太”的三个平面探讨 16-19 （一）语义略论 16-17 （二）句法略论 17-18 （三）语用略论 18-19 三、程度副词“真”与“太”的对比略论 19-23 （一）从语义层面比较 19-20 （二）从句法层面比较 20-22 （三）从语用层面比较 22-23 第三章 韩国留学生习得程度副词“真”、“太”的偏误略论 23-39 一、韩国留学生习得程度副词“真”的偏误略论 23-30 （一）偏误统计 23-27 （二）偏误类型 27-29 （三）偏误原因 29-30 二、韩国留学生习得程度副词“太”的偏误略论 30-39 （一）偏误统计 30-32 （二）偏误类型 32-35 （三）偏误原因 35-39 第四章 韩国留学生习得程度副词“真”、“太”的教学策略 39-44 一、预测偏误并加强练习 39-40 （一）充分备课 39 （二）加强针对性练习 39-40 二、加强教师对学习者的引导影响 40-42 （一）以具体意义为切入点从三方面进行教学 40-41 （二）在语境中进行程度副词的辨析 41 （三）根据实际偏误情况具体略论 41-42 三、加强对比教学 42-44 （一）汉外对比 42-43 （二）同类词对比 43-44 结语 44-45 后记 45-46 参考文献 46-49 个人简历 49 |
