| 疑问句是人类各类说话中异常主要的一种句式，因为各说话的特色各不雷同这就招致疑问句的表达措施也有很年夜异同。韩国语和汉语在疑问句的表达措施上就有很年夜的异同，汉语重要依附“吗，呢，吧”等语气词或许腔调的变更来表达疑问，而韩国语则重要运用疑问词尾来表达。韩国语的疑问词尾不只可以或许表达疑问，并且还能表现发问者的特定心思立场，韩语毕业论文，如：疑惑，感慨，韩语毕业论文，要求，敕令等。再加上依据说话两边身份位置、年纪的分歧须要运用表现分歧尊重品级的情势，这加倍重了本国进修者的进修难度。是以运用疑问句准确地表达本身的意思，运用适当的尊重品级以避免产生不用要的误解对进修韩国语的本国进修者非常主要。所以本文由此动身，拔取韩国语中最基本，也是最常常涌现的疑问词尾“(？)/(？)(？)为研究对象，面临中国粹习者，从外语教授教养的角度动身，对韩国语疑问句终结词尾停止研究。起首，本文考核了以往的研究结果，发明绝年夜多半阐述集中在对疑问句类型的分类上，有多数论文对韩国语个体疑问词尾的用法停止了研究，从外语教授教养角度对韩国语疑问词尾停止研究的论著很少。接上去对各研究对象的句法和意义停止了整顿，特殊是针对中国人轻易用错的几个词尾侧重停止了对比研究。为了摸索韩国语疑问句终结词尾在中国的教导现状，也为了商量加倍有用的教导办法，本文拔取了在中国运用比拟普遍的四套教材，从微观上对教材中所触及的词尾停止了总结，然后对各个形状的词尾停止了微不雅上的剖析。成果发明：各教材中触及到的词尾的品种有差别；各个词尾在教材中涌现的阶段也纷歧样，雷同的词尾有的在低级教材中涌现，有的在中级教材中涌现；在引见某一详细词尾时，各教材对词尾形状、意义和所举例句上都有所异同。最初本文在完美现有教材缺点的基本上，对解释内容提出了看法，并以“(？)”为例提醒了韩国语疑问句终结词尾的传授办法。愿望能对韩国语教材的编辑和现实的讲课进程起到必定的感化。 Abstract: Interrogative sentence is different types of human speech in anomaly is mainly a sentence, because the speech characteristics of each are not identical which cause the question of expression method to also have very big difference. Korean and Chinese in the interrogative sentence expression method have very big difference, the Chinese important attachment "??" tone word perhaps tone changes to express doubt, and Korean is an important application of interrogative ending to express. Korean interrogative ending not only can perhaps expressed doubt, and can ask the specific mind position, such as doubts and regrets, requirements, decree and so on. According to talk on both sides of the status, age differences need application performance differences with respect to grade the situation, this double heavy domestic study of the difficulty of learning. Is to use questions accurately express the meaning and application of appropriate respect grade to avoid produces not to misunderstanding to learn Korean national education is very important. So this paper start with the most basic Korean, most often the emergence of interrogative suffix "(? (/)? ()? ) as the research object, facing Chinese learners, from foreign language teaching perspective, to start with the Korean interrogative sentences termination of research. First and foremost, this paper examines the results of previous research, found that the vast majority of states in the classification of interrogative type, most papers usage of Korean individual interrogative ending was studied, from the perspective of foreign language teaching of Korean interrogative ending stop research works rarely. Pick up the syntax and meaning of the research object to stop the rectification, especially for the Chinese people easily with several suffix wrong focuses on the comparative study. In order to explore Korean interrogative sentences end suffix in China's education status, also to discuss a more effective teaching approach, this paper selects the application in China compared with common four sets of textbooks, from the micro of materials involved in ending to summarize and then the suffix of each shape to stop the micro Ya analysis. Result discovery: the ending of each text involves a species difference; each suffix in the textbooks emerging stage are also divergent samples, similar ending some low-level textbooks emerged, some in the intermediate materials in emerging. In the introduction to ending in a particular, the textbooks of suffix form shape, meaning and the example sentence are different. At first, this paper puts forward a view to explaining the content of the perfect existing teaching material, and puts forward the idea of "(? ) reminds Korean interrogative sentences teaching method for cases of termination. Wish to Korean textbooks editing and the reality of the lecture process plays a certain degree of influence. 目录: |
