| 因中韩商业的扩展，中文成为韩国粹生进修的最主要的外语之一。与中文相干的研究也从中国的文明与语法的实际性研究逐渐变更到进步中文白话才能的理论性偏向。然则，现实上的中文白话教室中并没有反应出如许的变更。是以，笔者以为如今韩国的中文白话教导中存在一些成绩，并设定了以下研究成绩。第一，如今韩国以汉说话文学专业年夜先生为对象的中文白话课中会涌现的普通性成绩是甚么？会对中文白话课发生作用的主要的身分是甚么？第二，为懂得决中文白话课涌现的成绩，最为适合的中文会话的教授教养战略是甚么？为此，笔者以韩国几所年夜学汉说话文学专业的年夜先生为对象停止了韩国粹生中文白话进修情形的查询拜访，对存在的成绩停止剖析，愿望有助于清除在中文白话教室中现实涌现的成绩。经由过程研究以汉说话文学专业年夜先生为对象的查询拜访成果，我们可以看到韩国粹生说中文所碰着的最年夜的成绩表示在说中文的情况缺乏。也就是说，着重于实际或文明讲座的中文白话教室的情势没法有用果的进步先生们的中文白话才能。假如在外语教程中可以说白话的话，韩语论文题目，会增长措辞量，韩语论文网站，也能够学会本身描写。然则在白话表达中，措辞者一个一个斟酌词语并将此依据语序说出来的按序性描写措施是妨害天然的说白话中的主要身分。最主要的是构成中文的“脑结构”，也就是把想要描写的内容不是以词语而是以句子的情势立时展示出来。如许不只须要集中背诵词语，还要进修依据情形而须要的根本会话形式，并运用这些形式来表达。中文白话课程不只须要历久且连续性的演习，并且有用果的教室指点计划要经由过程现实教室模仿来作为将教室修改并完美的尽力基本。愿望此论文可以或许对韩国粹生进步中文白话才能有所赞助，也愿望对加入TSC4级以上测验的先生有所赞助。 Abstract: Due to expansion of China ROK trade, Chinese has become one of the most important foreign language study of korea. The study of the Chinese language and the Chinese language is also from the Chinese civilization and grammar of the practical research has gradually changed to the progress of the Chinese language in order to the theoretical bias. But, in fact, the Chinese vernacular in the classroom did not respond to such changes. Is to, the author thought that now the Chinese vernacular language teaching in South Korea has some achievements, and has set the following research results. First, what is the general result of the Chinese language spoken in South Korea, which is now in the Chinese language class of the Chinese language class? What are the main factors that affect the Chinese vernacular class? Second, what is the most suitable teaching strategy for the Chinese speaking class to understand the results of the emergence of vernacular Chinese class? Therefore, the author to South Korea several Nianye learn Chinese speaking literature professional university student to stop the Korea student vernacular Chinese learning situation inquires the visit, carries on the analysis to the existing problems, the desire to help to eliminate the emergence of reality in the vernacular Chinese in the classroom performance. Through study to Chinese speaking literature professional university student queries for the object of survey results, we can see Korea said Chinese encounters the greatest achievements in said the lack of Chinese said. That is to say, the situation of the classroom of Chinese vernacular language that focuses on actual or civilized lecture can not be helpful for the improvement of students' ability to speak Chinese. If you can speak in a foreign language course, will increase the amount of language, but also to learn how to describe their own. However in the vernacular expression, words are a a consider words and the word order basis say according to the order of description method is disrupting natural said the vernacular Chinese in the main factor. The most important is composed of Chinese brain structure, also is to want to describe the content not in words but in sentence forms are immediately displayed. It is not only necessary to concentrate on reciting the words, but also to learn the basis of the situation and the basic form of conversation, and the use of these forms to express. Vernacular Chinese course does not need long-term and continuous exercise and useful results of classroom instructions to through imitation of reality, as will, modify and perfect try to basic. Wish this paper can perhaps for Korea student progress Chinese vernacular to have sponsored, also wish to join the above TSC4 test Mr. has sponsored. 目录: 摘要 4-5 Abstract 5 引言 8-10 一、 口语会话的指导措施及作用因素 10-16 （一） 口语能力 10 （二） 口语会话指导准则 10-14 1. 阶段性的汉语口语指导 11-13 2. 背诵社会习惯用语 13-14 3. 口头报告(oral report) 14 （三） 作用汉语口语能力的因素 14-16 1. 内在因素 14-15 2. 外部作用因素 15-16 二、 韩国学生中文会话学习情况的调查与略论 16-20 （一） 调查对象及方式 16 （二） 问卷的设计及略论措施 16-17 1. 问卷的设计 16 2. 略论措施 16-17 （三） 问卷调查结果略论 17-20 1. 中文会话的学习需求 17-18 2. 中文会话的作用因素 18-20 三、 中文会话教学策略 20-27 （一） 词汇教学策略 20 （二） 发音训练策略 20-22 1. 纠正个人发音 21 2. 纠正小组发音 21-22 （三） 语序强化教学策略 22-24 1. 强化语序 22-23 2. 语序训练措施 23-24 （四） 口语表现力教学策略 24-25 1. “动作”练习 24 2. “情况”练习 24-25 （五） 表达流畅性的教学策略 25 （六） 缓解学生消极心理因素的策略 25-27 四、 针对 TSC 考试的中文会话学习策略及建议 27-45 （一） TSC 考试的特点 27-28 （二） TSC 考试的试题结构 28-29 （三） 针对 TSC 考试不同题型的学习策略 29-41 （四） 准备 TSC 考试的建议 41-45 1. 一定要准备的问题 41-42 2. 要背诵核心单词 42 3. 回答问题的注意事项 42-45 结语 45-47 参考文献 47-48 附录 48-54 致谢 54 |
