| 助词“了”是汉语中一项主要的语法项目,也是韩国粹生进修汉语中的难点。即便到了中高等阶段,高程度的先生照样会涌现必定的偏误,而且有必定的反复性和纪律性。对外汉语教授教养对此阶段的先生的习得存眷更多集中在篇章中,如考核先生的写作中篇章衔接词的运用等,但篇章是由每个句子构成的,中高等阶段的教授教养常常疏忽了先生进修进程中一直随同的偏误输入,仍会犯一些低级的毛病。是以本文的考核偏误动身点就放在韩国粹生常常涌现偏误的句式上,从句子构造上处理先生的偏误成绩,从而能力够处理更加庞杂的篇章写作成绩。本文第二章总结了后人对对外汉语教授教养中的“了”的偏误研究综述,在自创后人研究的经历上,对中高等阶段的韩国粹生“了”的偏误停止了专门研究。依照失足频率高下的句式来总结“了”的偏误,这是本文的一个立异点。本文的第三章对汉语“了”的语法特色停止了概述,从“了”的语法意义、与时光的关系和在句中的地位三方面,对“了”的语法功效和特色停止了论述。此章在实际论述的基本上为下一章的偏误剖析做铺垫。重点是第四章,本文从全新的角度停止偏误剖析。起首对北京说话年夜学静态语料库中中高等韩国粹生涌现的对于“了”的错句停止检索,整分解一个综合的偏误类型表格,将韩国粹生轻易涌现偏误的各类句式停止了总结。以后再进一步验证上述总结的偏误类型,对复旦年夜学在读的本科三四年级的韩国留先生制订了查询拜访问卷,真实考核先生在“了”的偏误输入情形和能否与之前的总结相分歧。最初针对中高等阶段韩国粹生还会纪律性涌现的偏误停止了缘由剖析,从内部的“教”及外部的“学”等分歧角度来寻觅缘由。最初一章是针对“了”的偏误提出相干教授教养建议,并设计了专题语法课的教室教授教养。在教授教养中,将先生常常涌现的偏误条例化,直不雅的展示给先生,并无意识有目标性的进步先生习得的自发认识,最初再经由过程随堂的演习加以稳固。 Abstract: "Le" is one of the main grammar items in Chinese, but also Korea student learning difficulties in chinese. Even in the advanced stage, high degree of bias will still emerge Mr, and must be repeated and discipline. Foreign language teaching in the stage of MR acquisition concern more on the text, such as the assessment of Mr. writing cohesion words application, but the text is composed of each sentence in the higher stage of the teaching learning process often neglect Mr bias has been with input, still make some the lower. Is this to assess bias starting point put in the quintessence of Han students often appear sentence errors, error results from the sentence structure to deal with Mr., which are capable of processing more complex text writing achievement. In the second chapter, the descendants of the Chinese as a foreign language teaching "in the" error research, drawing on previous research experience, the higher stage of Han Guocui "" error stop special seminar. According to the high frequency error slip here summarized, this is an innovation point of this paper. The third chapter provides an overview of the grammatical features of Chinese ", from" the relationship between time and the "grammar meaning, and in the status of three aspects of the grammatical functions and features are described. This chapter discusses in practice basically for the next chapter of the error analysis to pave the way for. The key is the fourth chapter of this paper, from the perspective of a new stop error analysis. First and foremost in Beijing speak University static corpus higher Han the quintessence of Chinese culture gave birth to the emergence of a fault line search, the whole decomposition a comprehensive error table type, the Korea student emerged easily errors of various types of sentences to summarize. After further verify the summary of the types of errors, of Fudan University in Mr. Han Guoliu undergraduate grade three or four to formulate the query visit questionnaire, true assessment of MR in the bias input and can summarize and before the phase differences. Initially for higher stage Korea student will discipline emerging errors stop the reason analysis, from internal "teaching" and the external "learning" bisection discrimination angle to find reasons. The first chapter is for "the" error made coherent teaching suggestions, and the design of classroom teaching in grammar teaching. In the teaching, will often appear errors Mr. regulations, direct indecent show no understanding, awareness of spontaneous targeted progress MR acquisition, finally through the process of classroom exercises to stabilize. 目录: 中文摘要 4-5 Abstract 5 第一章 引言 6-8 1.1 选题的理论意义和运用价值 6-7 1.2 探讨对象 7 1.3 探讨思路及探讨措施 7 1.4 预期要解决的问题 7-8 第二章 相关探讨综述 8-11 2.1 对于助词“了”的偏误略论综述 8 2.2 对于韩国学生习得助词“了”的偏误略论综述 8-11 第三章 汉语助词“了”的语法特点 11-15 3.1 “了”的语法意义和功能 11-12 3.2 “了”与时间 12-13 3.3 “了”的位置 13-15 第四章 中高级水平韩国学生汉语助词“了”的偏误略论 15-25 4.1 “了”的偏误类型 15-21 4.2 “了”的偏误原因的略论 21-25 第五章 中高级阶段对韩汉语助词“了”的教学对策 25-31 5.1 总体教学建议 25-26 5.2 专题语法课教学设计 26-31 第六章 结语 31-32 参考文献 32-33 附录一 ——调查问卷 33-37 附录二 ——课堂练习 37-42 致谢 42-43 |
