| 汉语进修可以分为以下三个阶段：低级阶段、中级阶段和高等阶段。个中，中级阶段施展着承先启后的桥梁感化。在汉语进修的中级阶段，辞汇进修相当主要。一向以来，同义动词的进修都是对外汉语辞汇教授教养的重点和难点。而同义动词中，又以同素双音同义动词显得尤其主要。本文重要针对以下三点停止研究：第1、以韩国粹生为特定研究对象，2、以中级阶段为特定研究规模，3、集平略论同素双音同义动词。本文以HSK静态作文语料库为基本，对中级阶段韩国留先生运用同素双音同义动词情形停止考核，剖析韩国粹生运用同素双音同义动词的偏误，并对偏误的类型、缘由和纪律停止归结和总结。本文共分为四个部门：第一部门为绪论，重要引见本文的选题根据、研究目标和意义、研究办法和基本，归纳综合同素双音同义动词的研究现状，并对同素双音同义动词这个概念停止阐释。第二部门为偏误类型统计与剖析部门，基于HSK静态作文语料库，对中级阶段韩国留先生运用同素双音同义动词的偏误情形停止统计，韩语论文网站，并剖析总结偏误类型；第三部门为偏误缘由剖析部门，对偏误语料停止针对性剖析，韩语论文网站，总结归结发生偏误缘由。第四部门为教授教养对策部门，运用前文偏误剖析的结果，对韩国粹生易混杂的同素双音同义动词提出教授教养建议，以供教授教养参考。 Abstract: Chinese learning can be divided into the following three stages: the lower stage, intermediate stage and higher stage. Among them, the intermediate stage play a role of bridge in the. In the intermediate stage of Chinese learning, vocabulary learning is very important. All along, the study of synonym verbs is the focus and difficulty of teaching Chinese as a foreign language. But in the same synonymous verbs, disyllabic synonymous verbs is particularly important. This paper focuses on the following three research: 1, to South Korea to students as the specific research object, 2, to the intermediate stage for the specific scope of the study, 3, flat analysis of morpheme double syllable synonymy verbs. The HSK dynamic composition corpus, South Korea for the intermediate stage left Mr. allotropic disyllabic verb synonymous case examination and analysis of Korea student application allotropic disyllabic synonymous verbs bias, and the bias of the type, Yuan Youhe discipline stop summed up and summarized. This paper is divided into four parts: the first part is the introduction, important to introduce the topic basis, the research goal and the significance, the research methods and basic inductive comprehensive allotropic disyllabic synonymous verbs research status, and the concept of morpheme double syllable synonymy verbs stop interpretation. The second department for types of errors and statistical analysis department, HSK dynamic composition corpus based, intermediate stage South Korea to leave Mr. allotropic disyllabic synonymous verbs partial error case stop statistics, and analyze and summarize the types of errors; the third sector for error analysis of the reasons for the Department, the error corpus to stop a targeted analysis of, summarize attributed the errors occurred reasons. The fourth part for the Department of teaching strategies and apply the previous error analysis results, the quintessence of Han students easy promiscuous morpheme double syllable synonymy verbs put forward teaching suggestions, for teaching reference. 目录: 摘要 3-4 ABSTRACT 4-5 第一章 绪论 8-13 1.1 选题依据 8 1.2 概念阐释 8-9 1.3 探讨综述 9-11 1.4 探讨目的和意义 11-12 1.5 探讨措施和探讨基础 12-13 第二章 同素双音同义动词的偏误类型统计与略论 13-30 2.1 “发生—产生”偏误类型统计与略论 14-16 2.2 “认为—以为”偏误类型统计与略论 16-17 2.3 “伤害—损害”偏误类型统计与略论 17-18 2.4 “了解—理解”偏误类型统计与略论 18-20 2.5 “经过—通过”偏误类型统计与略论 20-21 2.6 “得到—取得”偏误类型统计与略论 21-22 2.7 “进行—举行”偏误类型统计与略论 22-23 2.8 “成长—生长”偏误类型统计与略论 23-25 2.9 “表示—表现”偏误类型统计与略论 25-26 2.10 “觉得—感觉”偏误类型统计与略论 26-27 2.11 小结 27-30 第三章 同素双音同义动词的偏误原因略论 30-37 3.1 韩语负迁移影响的作用 30-32 3.2 汉语知识缺乏的作用 32-34 3.3 教学相关因素的作用 34-35 3.4 韩国学生学习策略的作用 35-37 第四章 同素双音同义动词的教学对策 37-42 4.1 语素教学法 37-39 4.2 对比略论法 39 4.3 语境示例法 39-42 第五章 结语 42-44 参考文献 44-48 附录 48-56 致谢 56-58 |
