| 最近几年来，跟着中国经济的飞速成长，我国的国际位置和世界作用力也在赓续的晋升。愈来愈多的人离开中国粹习汉语，我国也在积极自动的将汉语推行到全球。如今孔子学院与孔子教室正成长于全球多个国度和地域。在韩国，我国除树立孔子学院外，还于2012年与其协作成立了在韩汉语教授教养项目。因为该项目至今为止仍处于起步阶段，自愿者教员积聚的教授教养经历绝对较少，加上其他多方缘由，所以在教授教养进程中发生了很多的偏误。本文以第二说话习得和偏误剖析实际为根据，韩语论文，采取问卷、访谈、教室不雅察等措施对韩国釜山地域初中生进修汉语进程中涌现的偏误停止了查询拜访，韩语论文范文，剖析了偏误发生的缘由，并联合现实针对这些成绩提出了响应的教授教养对策。第一章重要概述了本文的选标题的和意义，和本选题的相干研究现状和相干研究任务。重点论述了第二说话习得及偏误剖析范畴的研究结果和对韩汉语教授教养的研究现状，从中汲取后人的研究结果，并提出本文的立异的地方。第二章在经由过程问卷查询拜访、访谈和教室不雅察等门路取得偏误语料后，从语音、辞汇、语法三方面临釜山地域初中生进修汉语时所发生的偏误停止了详细的考核。第三章对偏误发生的缘由停止了过细的剖析。分离从教员教授教养、进修者习得和内部身分这三方面停止了详细论述。第四章经由过程对其他自愿者教员的访谈并联合本身的教授教养经历提出懂得决釜山地域初中生进修汉语时所发生偏误的响应对策。以期为后续的自愿者教员供给一些有所裨益的参考与自创。 Abstract: In recent years, with the rapid growth of Chinese economy, China's international position and influence in the world also is in ceaseless promotion. More and more people leave Chinese to learn Chinese, China is also actively the implementation of the global chinese. Now Kong Zi and Kong Zi grew up in the classroom, the global number of countries and regions. In South Korea, China in addition to setting up Kong Zi college, also in 2012 and set up in collaboration in Korean and Chinese teaching project. Because the project so far is still in the initial stage, the volunteer teachers to accumulate teaching experience less, and other various reasons, so in the teaching process of the many errors. This paper to the second language acquisition and error analysis of actual to take questionnaires, interviews, classroom observations and method of Busan regional junior high school students learning Chinese in the process of the emergence of a bias to carry on the investigation, analyzes the reasons of the errors occurred, and combined with practical response of teaching strategies were put forward according to the results. The first chapter of this paper outlines the important title selection and significance of the topic, and the research situation and relevant research task coherence. Focuses on the second language acquisition and error analysis of the category of the research results and of Korean and Chinese teaching research present situation, from absorbing research results of later generations, and put forward the innovation of this paper place. In the second chapter, through questionnaire investigation, interviews and classroom observations and opportunities in made errors corpus, from voice, vocabulary vocabulary, grammar tripartite face Busan regional junior high school students learning Chinese when the bias to stop the detailed assessment. The third chapter detailed analysis of the reasons to stop errors occur. The separation of the details from the teachers' teaching and learning acquisition and internal identity of these three aspects. In the fourth chapter, through the process of other volunteer teacher interviews and joint itself teaching experience to propose knew he must Busan regional junior high school students learning Chinese, the error of response measures. In order for the follow-up to provide some helpful volunteer teachers reference. 目录: 摘要 3-4 Abstract 4 第一章 引言 7-14 一、选题的目的和意义 7-8 （一）选题的目的 7-8 （二）选题的意义 8 二、本选题的探讨近况 8-11 （一）第二语言习得以及偏误略论领域探讨成果 8-10 （二）对韩汉语教学偏误略论探讨近况 10-11 三、相关探讨工作 11-14 （一）探讨内容 11 （二）探讨对象 11 （三）语料来源 11-12 （四）探讨措施 12 （五）理论基础 12-13 （六）创新之处与不足 13-14 第二章 韩国初中生汉语学习偏误考察 14-23 一、语音方面的偏误考察 14-19 （一）声母的偏误 14-16 （二）韵母的偏误 16-18 （三）声调的偏误 18-19 二、词汇方面的偏误考察 19-21 （一）近义词的偏误 19-20 （二）词序的偏误 20 （三）汉字词的偏误 20 （四）词语搭配的偏误 20-21 三、语法方面的偏误考察 21-23 （一）语序的偏误 21 （二）句子成分遗漏性偏误 21-23 第三章 韩国初中生汉语学习产生偏误的原因 23-26 一、教师教学方面的因素 23 二、学生习得方面的因素 23-24 三、其他外部因素 24-26 第四章 解决韩国初中生汉语学习偏误的对策 26-31 一、针对具体偏误的对策 26-28 （一）语音方面 26-27 （二）词汇方面 27 （三）语法方面 27-28 二、综合性对策 28-31 （一）教师能力方面 28-29 （二）日常教学方面 29-31 结语 31-32 参考文献 32-34 附录 1 34-35 附录 2 35-36 后记 36-37 个人简历 37 |
