| 汉语语气助词是中国人在外交进程中最常运用的说话要素,也是表达语气传递情绪的主要措施。是以闇练适当地运用语气助词,是学英雄语的标记之一。但是在对外汉语教授教养中,语气助词一向是韩国粹习者进修的重难点,更是运用中一向躲避的成绩。缘由之一是语气助词自己具有必定的庞杂性,另外一方面则是因为在韩国粹习者所运用的韩国汉语教材存在成绩。是以,本文以韩国汉语白话教材中涌现的语气助词“吗、呢、吧、啊”为研究对象,经由过程从编排、释义、翻译和演习四个方面剖析了教材中语气助词“吗、呢、吧、啊”,考核了对于语气助词“吗、呢、吧、啊”在韩国汉语白话教材中存在的成绩。本论文为了从现实教授教养中商量出更有用的语气助词“吗、呢、吧、啊”的编写与教授教养办法,起首,对语气助词“吗、呢、吧、啊”的称呼、特色与语气意义等方面停止了考核,并经由过程韩国语终结词尾的实际研究和韩国语终结词尾与汉语语气助词的比较剖析,找出了它们之间有差异点：汉语语气助词与韩国语终结词尾之间在语气表达功效上具有类似性,然则因为韩国语终结词尾不受句法散布的限制,它们之间其实不是简略的逐个对应的关系。然后,在后人研究的基本上,经由过程对三套韩国汉语白话教材中语气助词“吗、呢、吧、啊”的编写情形剖析,考核了对于语气助词“吗、呢、吧、啊”在韩国汉语白话教材中存在的成绩：编排和选择上缺少纪律性,释义与翻译不周全、缺少针对性,演习的质量不高、数目也不敷。其次,针对语气助词教授教养的相干成绩设计问卷,以体系懂得韩国汉语师生对韩国汉语白话教材中汉语语气助词“吗、呢、吧、啊”的立场：今朝韩国汉语白话教材中的语气助词“吗、呢、吧、啊”的编排、释义、翻译和演习题都存在成绩。由此可以就语气助词“吗、呢、吧、啊”在韩国汉语白话教材中存在的成绩停止较为客不雅的剖析,并得出结论。最初,笔者将依据说话比较实际和教材编写实际,联合后人的研究结果,在教材剖析及查询拜访的基本上,从编排、释义、翻译和演习四个方面,就韩国汉语白话教材中语气助词“吗、呢、吧、啊”的编写都提出看法和建议。这一方面将对往后韩国汉语白话教材的编写供给参考和自创,另外一方面将对韩国汉语进修者的语气助词教授教养供给无益的参考和自创。 Abstract: Auxiliary words of mood in Chinese is the Chinese people in the diplomatic process often used for the talk elements, but also the expression of tone to convey the emotions of the main method. Is to practice the dark the appropriate application of modal particles, is one of the hero mark language. But in the teaching of Chinese as a foreign language, auxiliary words of mood is always the quintessence of Korean learners learn the heavy and difficult, is always avoid the achievement application. One reason is the particles themselves has certain complexity, on the other hand is because there are scores used in the quintessence of Korean learners of Chinese textbook in Korea. In the Korean Chinese vernacular materials in emerging particles ",,," as the research object, we go up through process from four aspects of layout, interpretation, translation and exercises analysis of the teaching modal auxiliary "it, it, it, ah", assessment of a modal auxiliary word ",.., it, ah" exists in the Korean Chinese spoken language teaching material in the results. The spread between tone "in this thesis from the practical teaching to discuss the more useful auxiliary words of mood, it, it, ah" writing and teaching means, first and foremost, the modal particle ",,," name, characteristics and significance of the assessment, and through the process of Korean termination of theoretical research and Korean termination and Chinese modal particle of comparative analysis, to find out their similarities and differences between Chinese modal particle and Korean termination in tone expression effect is similar, but because Korean termination by syntactic constraints, which in fact is not a simple one to one correspondence relationship. Then based on the later research, through the process of three sets of Korean Chinese vernacular materials modal auxiliary "it, it, it, ah" written analysis, assessment of a modal particle ", it, it, ah" in Korean Chinese spoken language teaching material in the presence of achievement, row and selection on the lack of discipline, interpretation and translation is not comprehensive, lack of pertinence, exercise quality is not high, the number is not enough. Secondly, to tone auxiliary teaching relevant problems in the design of the questionnaire, system to understand Chinese teachers and students in South Korea of Chinese vernacular textbooks for Korean Chinese modal particle ", it, it, ah" position: current South Korean Chinese spoken language teaching material in the modal particle ", it, it, ah" layout, interpretation, translation and exercise questions are a problem. Thus you can tone word "it, it, it, ah" in Korean Chinese spoken language teaching material in the presence of achievements to stop more objectively analysis, and draws the conclusion. Initially, the basis speak more practical and textbook writing theory, combined with the descendants of the research results, in the teaching material analysis and investigation basically, from the four aspects of the arrangement, interpretation, translation and exercises, Korean Chinese spoken language teaching material in the modal particle ", it, it, preparation are put forward views and suggestions. The will to back South Korea spoken Chinese textbooks written reference supply and created. On the other hand will be on the South Korean Chinese learners tone auxiliary teaching supply useless reference and created. 目录: |
