| 古代汉语缺少严厉意义上的形状变更,其浩瀚语法意义须要经由过程实词来表达。介词是古代汉语实词中主要的一类,在实词中所占比例较年夜,而介词“在”作为介词中运用频率较高的一小类,其用法功效较之其他介词更加庞杂,留先生在习得介词“在”时所犯的偏误品种较多,如介词漏掉、介词误加、介词误用等。是以,若何处理这类成绩,是第二说话习得范畴须要研究的一个重点和难点。因为汉语和韩语分属于汉藏语系、阿尔泰语系(有争议)两个分歧的领域,即汉语属于孤立语,韩语属于黏着语,所以,两者的语法系统存在着显著的分歧。韩语中没有介词这一词类,重要依附词尾格助词来表现语法关系和意义。本文起首对对外汉语相干年夜纲、教材中涌现的相干常识点停止了考核和统计,意在懂得其编排、散布情形。其次,笔者对新HSK1-6级样卷中介词“在”的涌现情形停止了种别剖析,力图周全体系地掌握该常识点在试卷中的考核情形。该部门考核有益于赞助教员公道支配教授教养运动,同时,针对年夜纲、教材和试卷中涌现的部门编排缺乏,教员可以合时灵巧地采用响应的改良办法。针对韩国留先生习得介词“在”涌现的罕见偏误,论文立异引入了汉语介词“在”与相干韩语助词的表义功效和用法的比较剖析,愿望经由过程该篇章的分类举例解释为韩国留先生找到削减偏误涌现的办法。论文最初章节对教员和先生提出懂得决偏误的相干对策,便于教员和先生停止教授教养反思,包管教授教养运动的顺遂展开。 Abstract: The ancient Chinese lacks the strict sense of the shape change, its vast grammatical meaning through the process of words to express the need. Preposition is one of the ancient Chinese words, in the notional words in the proportion is bigger and preposition "in" as a preposition in the application of a small category of higher frequency, the usage effect than other prepositions more complicated and students studying in the acquisition of prepositions "in" made the error more varieties, such as omitting the preposition and prepositional errors of addition, prepositions misuse. How to deal with this kind of result is a key and difficult point in the study of second language acquisition. Because Chinese and Korean belong to Sino Tibetan Languages, Altaic (controversial) two different areas, namely Chinese belongs to isolating language, Korean is an agglutinative language, so both the grammar system exist significant differences. Without this lexical category in Korean, the auxiliary to the performance of an important attachment of grammatical relations and significance. In this paper, first of all, on the eve of the foreign language related major classes, textbooks, the emergence of coherent common sense point to stop the assessment and statistics, intended to understand the layout, the spread of the situation. . secondly, the author of new HSK1-6 level through intermediary word "in" the emergence of situation stopped category analysis, tries hard to comprehensive system to master the knowledge points in the papers in assessment of the situation. The Department Assessment beneficial to support teachers fair dominating the teaching activities. At the same time, lack of big classes, textbooks and papers appeared in the Department arrangement for, teachers can seasonable dexterous use of response of the improvement measures. According to the South Korean left Mr. acquisition of prepositions "in" the emergence of rare errors. The innovation introduced Chinese Preposition "in" and coherent Korean auxiliary semantic functions and usages of the comparative analysis, desire through the process of the text classification example explanation for the Korean left Mr. to reduce bias emerging way to find. The first chapter of teachers and students present know will bias the related countermeasures, for faculty and students of the teaching reflection, assure teaching activities smoothly launched. 目录: 中文摘要 4-5 Abstract 5 绪论 6-12 一、选题背景 6-7 二、探讨近况 7-11 (一) 本体探讨 7-9 (二) 偏误探讨 9-11 三、探讨目的及探讨意义 11 四、探讨的内容及措施 11 五、语料来源及说明 11-12 第一章 相关大纲、汉语教材及测试的考察 12-21 第一节 对大纲的考察探讨 12-15 第二节 对汉语教材的考察探讨 15-18 第三节 对新HSK样卷的考察探讨 18-20 第四节 小结 20-21 第二章 对比介词“在”与相关韩语助词的表义功能及用法 21-35 第一节 汉语介词与韩语助词的有关定义及性质 21-23 一、汉语介词的定义及性质 21-22 二、韩语助词的定义及性质 22 三、汉语介词与韩语助词的差异 22-23 第二节 介词“在”与韩语相关助词在表义功能上的对比 23-32 一、表示时间 24-25 二、表示处所 25-29 三、表示范围 29-30 四、表示事情所处进程或状态 30-31 五、表示事情的条件或前提 31 六、表示行为的主体 31-32 第三节 介词“在”与韩语相应助词在用法上的对比 32-35 一、从位置的角度 32-33 二、从所接成分的角度 33 三、从语法功能角度 33-35 第三章 韩国留学生习得介词“在”的偏误类型及诊断 35-40 第一节 语料结果略论 35 第二节 偏误类型及诊断 35-39 一、遗漏 35-36 二、误加 36-38 三、错序 38-39 四、误用 39 第三节 小结 39-40 第四章 韩国留学生习得介词“在”的偏误原因略论 40-46 第一节 母语负迁移 41-42 第二节 目的语规则的泛化 42-43 第三节 学习策略和交际策略的作用 43-44 第四节 教材的作用 44 第五节 教学的作用 44-46 第五章 解决偏误的教学对策 46-50 第一节 从大纲、教材的角度 46 第二节 从教师的角度 46-48 一、加深语法点的教学 47 二、扩大交际训练的范围 47-48 三、培养对韩教师队伍 48 第三节 从学习者的角度 48-50 结语 50-51 参考文献 51-53 致谢 53-54 |
