| 在古代汉语中,有一类表心思运动或现实举措的词语如“想”、“说”、“看”经由漫长的成长,逐步演化出表客观义的用法,可转达措辞人的情绪、立场、熟悉等,我们统称这类词语为“表客观熟悉词语”。这些词语在平常白话和口语中的运用频率都极高。本文试图在后人的研究基本上,对古代汉语中最经常使用的表客观熟悉的“认为”、“以为”、“认为”、“想”、“说”、“看”几个词语停止详实的描述和比较研究。因为常识控制缺乏或教员指点欠妥等缘由,本国先生在习得这些表客观熟悉词语时,常涌现各种偏误。偏误剖析是对外汉语教授教养研究的重要手腕之一,本文以韩国粹生为研究对象,对其习得古代汉语中表客观熟悉词语的情形停止考核,体系地描述偏误景象,剖析偏误缘由,并对教授教养理论提出可行性建议。本文共分为四章。第一章从语义特点、句法特色、语用功效三个方面分离对“认为”、“以为”、“认为”、“想”、“说”、“看”停止详实的描述。第二章以北年夜CCL语料库为基本,统计剖析本族语者表客观熟悉词语的运用情形,将其与韩国粹生的习得情形加以比较,并考核韩国粹生习得的难度品级及习得次序。第三章考核韩国粹生运用表客观熟悉词语的偏误情形,归结偏误类型、剖析偏误缘由。第四章则对往后的对外汉语教材和教员两个方面提出响应的看法和建议。 Abstract: In ancient Chinese, there is a kind of table movement of thought or the real action words such as "want", "say", "see" through a long period of growth, and gradually evolved the use of objective meaning, convey wording of emotion, attitude and familiarity, we are collectively referred to this kind of words for "blog concept familiar words. These words in the daily spoken and spoken English are very high frequency of application. This paper attempts to on the basis of the later research of most often used in ancient Chinese table familiar with the objective of "think", "thought", "think", "think", "say", "see" few words stop detailed description and comparative study. Because of the common sense control lack or guide for teachers is undeserved wait for a reason, foreign students in the acquisition of these tables objective familiar words, often poured all kinds of errors. Error analysis is one of important means in teaching Chinese as a foreign language teaching and research, this paper to Korea students as the research object, on the acquisition of the ancient Chinese table in the subjective understanding words of examination, the system described scenes of errors, analysis of error causes, and puts forward the feasible suggestions to the teaching theory. This paper is divided into four chapters. In the first chapter, from the three aspects of semantic features, syntactic features and pragmatic functions, the first chapter is a description of "thinking", "thinking", "thinking", "thinking", "saying" and "looking". Application of objective familiar words in the second chapter, the north of the eve of the CCL corpus as the basic, the statistical analyses of native speakers, the quintessence of Korean students learning conditions to be comparison and evaluation of the quintessence of Han students acquisition difficulty grades and the acquisition order. The third chapter assessment errors in Korea student application form objective familiar words, summed up the types of errors and error reason analysis. Put forward the corresponding opinions and suggestions of the two aspects of the fourth chapter to the foreign language teaching materials and teachers. 目录: 中文摘要 3-4 ABSTRACT 4 绪论 7-15 0.1 选题理由 7 0.2 相关探讨综述 7-13 0.2.1 对于语言的主观性和主观化探讨概述 8-9 0.2.2 表主观认识词语的本体探讨 9-12 0.2.3 表主观认识词语的第二语言习得探讨 12-13 0.3 探讨内容及目标 13 0.4 探讨措施与准则 13 0.5 语料来源 13-15 第一章 表主观认识词语的对比略论 15-31 1.1 表主观认识词语的语义特征 15-22 1.1.1 “觉得”的语义特征 15-16 1.1.2 “认为”和“以为”的语义特征 16-18 1.1.3 “想、说、看”的语义特征 18-22 1.1.4 小结 22 1.2 表主观认识词语的句法特点 22-25 1.3 表主观认识词语的语用功能 25-29 1.4 本章小结 29-31 第二章 韩国学生表主观认识词语的习得探讨 31-40 2.1 本族语者使用“觉得、想、说、看”的情况考察 31-32 2.1.1 语料的处理 31 2.1.2 考察结果及讨论 31-32 2.2 韩国学生使用“觉得、想、说、看”的情况考察 32-33 2.2.1 语料的处理 32 2.2.2 考察结果及讨论 32-33 2.3 韩国学生与本族语者使用“觉得、想、说、看”的对比 33-36 2.4 韩国学生表主观认识词语的习得顺序考察及解释 36-39 2.4.1 表主观认识词语的习得顺序考察 36-37 2.4.2 对习得顺序的解释 37-39 2.5 本章小结 39-40 第三章 韩国学生使用表主观认识词语的偏误略论 40-54 3.1 语料的处理 40 3.2 偏误类型考察 40-48 3.2.1 遗漏偏误 41-42 3.2.2 误加偏误 42-43 3.2.3 误代偏误 43-48 3.3 偏误原因略论 48-53 3.3.1 母语的负迁移 49-50 3.3.2 目的语知识的负迁移 50-51 3.3.3 学习者自身的作用 51-52 3.3.4 学习语境的作用 52-53 3.4 本章小结 53-54 第四章 对对外汉语教学的建议 54-63 4.1 对教材的建议 54-59 4.1.1 表主观认识词语在教材中的设置情况 54-59 4.1.2 启示和建议 59 4.2 对教师的建议 59-63 4.2.1 注重对比探讨和教学 59-60 4.2.2 加强语用功能的教学 60-63 结语 63-64 参考文献 64-68 后记 68 |
