| 古代汉语语气词是古代汉语实词的一个主要的构成部门，也是在辞汇层面上的重点内容。个中的“呢”、“吧”、“吗”更是因其在语气词中运用频率之高、韩国留先生控制之难而具有代表性。本文以北京说话年夜学研制的“HSK静态作文语料库”为依托，联合语气词在本体研究的结果和在对外汉语教授教养中的研究结果，总结剖析了韩国留先生语气词“呢”、“吧”、“吗”常常涌现的偏误类型并停止剖析。经由过程针对韩国留先生的偏误情形剖析，试找出形成偏误的缘由，最初提出针对韩国留先生“呢”、“吧”、“吗”运用的教授教养战略。详细地说：文章共分五个部门。绪论部门论述了“呢”、“吧”、“吗”在汉语进修和教授教养中的主要位置，指出研究的目标和意义。解释了研究的配景、实际基本、研究办法和语料的起源。第一章文献综述中，分两个部门：语气词的本体研究和语气词在对外汉语教授教养中的研究。对研究的结果停止梳理，韩语毕业论文，前后论述了语气词的研究的界定、根本分类和现状等。第二章经由过程对“HSK静态作文语料库”丰硕的语料停止归结和整顿，以“呢”、“吧”、“吗”三个语气词为焦点，韩语论文网站，交卸了偏误剖析的规模，依据数据的统计和整顿，详细剖析“呢”、“吧”、“吗”的偏误情形。在剖析进程中发明：1、语气词绝对越简略，越轻易习得，涌现的偏误比拟少，如“吗”。往后跟着语气词习得数目的增多，“吗”的运用率会下降。2、实用于多种语气的语气词用法也多，如“呢”和“吧”。韩国留先生不容易完整控制语气词的用法，如“吧”涌现的偏误率很高。“吧”实用于三种分歧的语气，先生虽运用的多，可涌现的偏误也多。最初依据剖析的情形，对形成韩国留先生语气词“呢”、“吧”、“吗”偏误的缘由停止总结，以为形成偏误发生的缘由重要有以下三点：母语负迁徙；目标语常识过度归纳综合；韩国留先生本身躲避和替换运用的外交战略。第三章在对韩国留先生语气词“呢”、“吧”、“吗”的教授教养战略方面，根据韩国留先生提出了四点教授教养建议：造就语感，重视语境演习；分级教授教养，按部就班；比较讲授，辨别差别；归结偏误，侧重讲授，增强演习。结语，归纳综合本文的研究结果。 Abstract: Tone words in ancient Chinese is a major part of the ancient Chinese words, but also in the vocabulary level of the key content. Chinese "it", "it", "it" is due to the high frequency of its application in the tone of the high frequency, the South Korean students to stay in control of the difficult and representative. This paper to Beijing Language University developed HSK static composition corpus "to rely on, combined modal particles in ontology research results and in the teaching of Chinese as a foreign language research results, summarizes and analyzes the South Korean left Mr. tone word" "," "," "often appear the error types and analysis. Through the process for the South Korean side of the error analysis, try to find out the reasons for the formation of the error, initially proposed for South Korea to stay Mr. it, right, do it, the application of teaching strategies. In detail, the article is divided into five departments. The introduction section discusses the "what", "bar", "do" in the Chinese language learning and teaching in the main position, and points out the purpose and significance of the study. Explain the research background, the actual basic, research methods and the origin of the corpus. The first chapter is literature review, which is divided into two parts: the main body of the modal particles and the study of the modal particles in teaching Chinese as a foreign language. To discuss the results of the study, before and after the discussion of the tone of the definition of the study of the word, the basic classification and the status quo, etc.. In the second chapter, through the process of "HSK dynamic composition corpus" rich corpus stop down and rectification, to "?", "bar", "what" three mood word focus and relinquish the error analysis of the scale, according to the statistics and data rectification, a detailed analysis of "", "", "" errors. In the process of analysis of the invention: 1, the tone of the word is absolutely simple, the more easily learned, the emergence of more than a few errors, such as". Follow back tone words learning was increased, "" the application rate will decline. 2, the use of a variety of tone of the tone of the word usage is also more, such as "it" and "bar"". South Korea is not easy to complete the full control of the use of words, such as "bar" the emergence of a high rate of error. "It" is practical in three different tone, although the application of more than one, but also the emergence of partial error. Initially on the basis of the analysis of the situation of formed the South Korean left Mr. tone word "it", "it", "what" error reason stop to summarize, think that the formation of the error reason basically has the following three points: L1 Negative Transfer; target language knowledge over generalization; South Korean left Mr. the escape and replace the diplomatic strategy of the application. Chapter three in to South Korea left Mr. tone words? "", "", "" teaching strategy aspect, according to the South Korean left Mr. puts forward four teaching suggestions: creating a sense of language, pay attention to context exercises; grading teaching, step by step; Teaching comparative, distinguish the difference; reduced bias, focusing on teaching, strengthening exercises. Conclusion, summarized the results of this paper. 目录: |
