| 汉语动补短语中的成果补语是汉语表达中运用最频仍、最经常使用的语法点之一。所以，这一语法点在对外汉语的教授教养中也使得许多留先生较难控制，对外汉语教员也将其列为教室讲授的难点和重点。本文以北年夜语料库（CCL）语料、HSK静态作文语料库中韩国留先生在汉语成果补语习得方面涌现的偏误语料、西安本国语年夜学2011级对外汉语专业和汉语国际教导专业的研究生配合整顿的留先生语法偏误剖析语料库为基本语料根据，对汉语中“失落”从实义动词到“V失落”中的成果补语“失落”的语义类型停止了例证剖析，并对“V失落”中的“失落”的虚化缘由停止了举例说明；在这一本体研究的基本之上，文章对韩国留先生习得汉语成果补语“失落”的语法偏误停止了分类，描写并说明了涌现偏误的缘由。最初提出了针对教员和先生两方面的教授教养建议。本文共分为四个部门：第一部门是绪论，解释了本文选题的意义、研究的价值，从成果补语的本体研究、偏误剖析的全体性研究、韩国留先生的偏误剖析等几个方面论述后人的研究结果和一些缺乏的地方。并对本文中所采取的语料起源停止了解释。第二部门重要从“失落”最后的词义，到“V失落中“失落””的语义类型停止逐一描写剖析，依据“失落”与相干动词构成动补构造时的语义变更，将其分为“失落1”表现人或物体离开、分开；“失落2”表现人或物体消逝；“失落3”表现事宜完成。并依据“失落1”到“失落2”，“失落1”到“失落3”的语义变更轨迹，来剖析“V失落”中“失落”的虚化进程及其动因，并对“V失落”构造中，与“失落”相联合的相干动词的选择从动词及物性、动词音节方面和动词本身的特色三方面停止了剖析并举例证实。第三部门以HSK静态作文语料库中韩国留先生在汉语成果补语这一语法点上的偏误语料为主、北京年夜学语料库（CCL）和西安本国语年夜学2011级对外汉语专业和汉语国际教导专业研究生个人整顿的韩国留先生语法偏误语料库为基本，运用第二说话习得实际和偏误剖析实际，韩语论文，将所搜集语估中的偏误分为四品种型，分离为：动词漏掉的偏误、“了”取代成果补语的躲避偏误、“V失落”中否认词“没”和“不”的误用和补语“失落”和其他补语共现的偏误。在停止偏误剖析的同时也对偏误的成因停止了剖析，详细有：母语负迁徙、进修战略的搅扰、教材存在的缺乏、进修情况的作用和先生本身客观身分。第四部门针对汉语作为第二说话教授教养中存在的成绩给教员和留先生分离提出了建议。给教员提出的建议是：增强汉语和韩国语的比较研究、采取组合和聚合的教授教养办法、采取直不雅化教授教养办法、教室情形模仿教授教养和增长课后演习这五个方面。给韩国留先生提出的进修建议是：造就本身的汉语思想习气、采取积极自动的进修战略和看重课后演习这三个方面。最初是结语，韩语论文范文，总结了研究成果，解释文章的立异的地方及缺乏的地方。 Abstract: The Chinese resultative complement phrase is one of the achievements in Chinese grammar expression used most frequently, the most frequently used. Therefore, this grammar point in teaching Chinese as a foreign language also makes it difficult to control a lot of students, foreign language teachers will also be listed as the difficulties and focus of classroom teaching. The North night years database (CCL), corpus HSK static composition corpus Korean students studying in Chinese results complement acquisition errors, the emergence of the Xi'an Mandarin University 2011 grade professional foreign language and international Chinese teaching professional graduate students to stay with the rectification of grammatical error analysis corpus as the basic corpus according to the Chinese, "lost" from the verb "to V lost" the results complement "lost" semantic type stop example analysis, and the "V lost" in the "lost" by the stop examples of virtual alms; in this study the basic ontology, this article on South Korea students learning Chinese results complement "lost" grammatical errors in a classification, and explains the reasons for the emergence of description of errors. Originally proposed for teachers and students in two aspects of the teaching suggestions. This paper is divided into four parts: the first part is the introduction, which explains the significance of this topic, the value of research, from the results of complement of ontology research, partial error analysis of the whole study, the South Korea to stay Mr. wrong analysis and so on several aspects of the research results and some lack of place. And the origin of the data taken in this paper is explained. The second sector is important from the "loss" of the last word to "V" lost "lost" semantic type of analysis, according to the "lost" and the coherent verb constitute verb complement structure of semantic changes, it is divided into "lost 1" performance of people or objects left, separate; "lost 2" performance of people or objects disappeared; "lost 3" performance issues. And based on "lost 1" to "lost 2", "lost 1" to "lost 3" semantic change track, to analyze "V lost" in the "lost" of the process and its causes, and the "V" structure, and "lost" and the "lost" aspects of the choice of verbs and verbs and verb characteristics of the three aspects of the analysis and examples confirmed. The third sector to "HSK" in the static composition corpus in Chinese Korean students studying results complement the grammar points on the corpus based, Beijing University corpus (CCL) and Xi'an native University 2011 grade professional foreign language and Chinese international education professional graduate individual Korean students rectify grammatical errors corpus the basic application, second acquisition and error analysis to actual practice, the collected estimation errors in divided into four types: the verb, separation of missed errors, "" replacing achievements complement errors, avoid "V lost" denied the word "no" and "no". And the complement of "lost" and other co - occurrence of errors. In the error analysis, and at the same time also causes of errors was analyzed, and the detailed: negative L1 transfer, learning strategies of interference, textbooks are lack of, learning effect and Mr. itself objective factors. In the fourth part, the paper puts forward some suggestions on the separation of teacher and student from the achievements of Chinese as a second language teaching. For teachers to put forward the suggestions: enhance a comparative study of Chinese and Korean, taking the combination and polymerization of the teaching methods, take straight refinement of teaching methods, classroom situation imitation teaching and after-school exercise growth this five aspects. To the South Korean students stay put forward the proposal is: to create their own Chinese language habits, to take active and automatic learning strategies and value the three aspects of the exercise after class. The first is the conclusion, summarizes the research results, the article explained the innovation and the lack of local place. 目录: |
