| 汉语缺少严厉意义上的形状变更，许多语法意义都是经由过程实词表示出来的。介词是汉语语法词类体系中的一个主要种别。介词在乎义上相当于实词，只要语法意义，韩语论文，没有辞汇意义。介词作为实词中的一种，对于进修汉语的留先生来讲就变得尤其主要。在对外汉语教授教养中，因为介词在乎义和用法上既有差别又有接洽，是以介词的进修对于留先生来讲是个难点。许多留先生特别是韩国留先生在习得介词时偏误率较高，本文所要说起的经常使用对象类介词“对，向，韩语毕业论文，给”这三个介词的偏误率更是留先生偏误率最高的三个介词。本文具体地商量了这三个对象类介词的本体和偏误两个方面，使留先生可以或许更好的习得这三个近义介词。本文剖析了这三个介词在对外汉语教授教养中的偏误类型和偏误缘由。本文对详细的单个介词停止偏误类型从新分类。在偏误类型中侧重剖析了这三个介词与其他介词的混用情形。同时对其发生的本源停止商量，依据现实的教授教养情形，提出加倍值得自创的教授教养战略，赞助教员预知偏误，从而进步教授教养质量。 Abstract: Chinese lacks the strict sense of the shape change, many grammatical meanings are expressed by words. Prepositions are one of the main types of Chinese grammar in lexical category system. The preposition meaning is equivalent to the notional word, as long as the grammatical meaning, no lexical meaning. As a preposition in words, about learning Chinese for students becomes especially first. In teaching Chinese as a foreign language, because of the difference in meaning and usage of prepositions, it is a difficult point to learn about the preposition. Many of the students, especially the South Korean, have a higher error rate in the acquisition of prepositions. This paper is to use the object class "right, to the right, to give" the error rate of the three prepositions is the highest of the three prepositions. In this paper, we discuss the two aspects of the ontology and the error of the three objects, so that the students can acquire these three kinds of near synonyms. This paper analyzes the errors of the three prepositions in teaching Chinese as a foreign language. In this paper, a new classification of a single preposition is stopped. The types of errors in the analysis focused on the use situation of the three prepositions and other prepositions. At the same time, the origin of the occurrence of the discussion, according to the reality of the teaching situation, put forward to double the teaching strategy of the teacher, the teacher to sponsor the prediction error, so as to improve the quality of teaching. 目录: 中文摘要 4-5 Abstract 5 第1章 引言 8-10 1.1 选题动机和意义 8 1.2 探讨的范围 8-9 1.3 探讨的措施 9 1.4 语料来源 9-10 第2章对象类介词的偏误探讨综述 10-13 2.1 对象类介词的范围探讨 10-11 2.2 对象类介词“对、向、给”的偏误探讨近况 11-12 2.3 对象类介词“对、向、给”的教学探讨近况 12-13 第３章对象类介词的偏误略论 13-30 3.1 “对”的意义和用法 13-21 3.2 对象类介词“向”的偏误略论 21-24 3.2.1 “向“的意义和用法 21-22 3.2.2 “向”的偏误类型及混用情况 22-24 3.3 对象类介词“给”的偏误略论 24-30 3.3.1 “给”的意义和用法 24-26 3.3.2 “给”的偏误略论及混用情况 26-30 第４章 常用对象类介词的偏误原因 30-33 4.1 内部原因 30-32 4.1.1 母语负迁移 30-31 4.1.2 语内负迁移 31 4.1.3 对象类介词语义上重叠 31-32 4.2 外部原因 32-33 4.2.1 教材的编写缺陷 32 4.2.2 教学措施的局限 32-33 第５章对象类介词“对、向、给”的教学策略 33-36 5.1 根据韩国学生的特点进行教学 33 5.2 重视介词教学，突出介词语义 33-34 5.3 分层次教学 34 5.4 多种练习模式相结合 34-35 5.5 采用对比教学 35-36 结语 36-37 参考文献 37-39 作者简介 39-40 致谢 40 |
