| 进修一种说话的目标是为了沟通，为了进修英语我们都曾背过许多单词，但认真正面临一个英语母语者时，年夜多半人依然“无从启齿”。同理，当母语非汉语者进修汉语时，最主要的就是在进修辞汇同时学会若何运用它们。个中，在汉语中疑问代词的各类非疑问用法比拟具有代表性，由于当它们运用在分歧的高低文、分歧的情况时就会具有分歧的寄义，这对年夜部门本国进修者来讲都是不容易懂得的。固然这一语法点的本体研究造诣曾经相当丰硕，但联合详细偏误和针对国其余剖析其实不多。是以，本文将从教授教养角度动身，针对韩国留先生“疑问代词非疑问用法”的偏误停止研究。本文共分五部门。绪论部门引见研究此题的意义,即愿望经由过程本文剖析削减韩国留先生对于“疑问代词非疑问用法”的偏误产生。第一章重要引见“疑问代词非疑问用法”，对非疑问用法的提出、成长、分类和研究结果停止梳理和归结，使文章头绪层次清楚，为下一章偏误详细剖析做铺垫。第二章对汉语母语者和韩国留先生运用疑问代词两种用法的情形停止比较，韩语毕业论文，得出二者运用非疑问用法频率较高，支撑本文的研究成心义性。经由过程搜集语料库中韩国留先生“疑问代词非疑问用法”的相干数据、例子，得出其最易涌现：误加、误代和漏掉偏误。寻觅其缘由，本文以为重要有两年夜方面：一是韩国留先生涌现误加、误代偏误重要是因为进修者在对目标语控制不完整情形下，用本身母语的一些用法套用到目标语运用中或许运用已有目标语常识停止总结，招致毛病产生；二是涌现漏掉偏误的重要缘由是韩国留先生文明配景使然，年夜部门先生在碰到隐约成绩时选择客观躲避，即为了不产生毛病，而对较难的疑问代词躲避。别的，对外汉语教材、年夜纲和教室情况的一些缺乏对韩国留先生进修也有必定作用。第三章针对韩国留先生涌现的偏误提出建议。对于由于母语负迁徙和目标语泛化发生的偏误，我们应在教室中具体讲授每一个疑问代词和它的相干邻近词并停止重点比较、辨析；面临年夜部门进修者涌现的碰到不会成绩选择客观躲避情形，我们起首要懂得先生进修配景，进而造就先生进修兴致，其次在教室中创设语境，韩语论文范文，增长进修者准确演习机遇。最初，对于对外汉语教材和年夜纲等方面依然存在的一些成绩，要尽可能做到公道归结和必定规模内同一尺度。结语对全文停止了总结，并指出了本文研究中的立异点和缺乏的地方。 Abstract: The study of a language's goal is to communicate, to learn English we have carried many words, but really facing a native English speakers, most people still do not know how to say". Similarly, when non-native Chinese people learn Chinese, is the most important in learning vocabulary and learn how to use them. Therein, in Chinese interrogative pronouns all non interrogative usage compared with representative, because when they are applied in the different level of the differences, will have different meaning, which to Nianye sector for their learners are not easy to understand. This is a grammar point of ontology research accomplishments has been quite fruitful, but combined with the bias and the remaining analysis is not much for the country. This paper will start from the teaching point of view, for the South Korean students "non interrogative usage of interrogative pronouns" error study. This paper is divided into five departments. Study on the significance of preface, this paper analyzes that desire through the process of cut Korean student abroad about "non interrogative usage of interrogative pronouns" errors. The first chapter introduced the interrogative pronouns non interrogative usage of ", on non interrogative usage is proposed, growth, classification and research results stop sorted and concluded, enable the clue clear hierarchy, pave the way for the next chapter error is analysed in detail. The second chapter of native speakers of Chinese and South Korean left two usages of Mr. interrogative pronouns, interrogative usage frequency is higher that the two applications belong to, support the study mean meaning. Through the process of collecting corpus of Korean students "non interrogative usage of interrogative pronouns" relevant data, example, the most likely to emerge: the errors of addition and the errors and missing errors. Looking for the reason, this thought important it is the eve of the two aspects: one is South Korean left Mr. emergence of error, error generation error important is because learners in the control situation of the target language, with the use of the mother tongue itself applied to the target application or use the existing target language knowledge is the summary, bring about problems generated; the second is the emergence of missing error is the main reason the South Korean left Mr. cultural background dictates, Nianye sector Mr. met vaguely grades choice objective avoid, namely in order not to cause trouble, and difficult interrogative pronouns of escape. The other, foreign language teaching and the classroom thesis some lack of learning Korean student abroad have certain influence. The third chapter in South Korea left emerging errors suggested mr.. As a result of the emergence of negative migration and the target language generalization error, we should in the classroom in specific teaching every interrogative pronoun and its coherent adjacent word and stop key comparison and discrimination; faced with the majority of studies were not met scores of objective avoid situations, we first and foremost to know students studying the background, thus creating students studying interest, secondly in the classroom to create a context, an increase of learning opportunities for precise exercise. Initially, some foreign language teaching materials and thesis aspects still exist achievements, to do as much as possible reasonable resolution and scale must be within the same scale. The conclusion gives a summary and points out the innovation point of this study and the lack of place. 目录: |
