| 因果复句作为比拟基本的复句类型常常被韩国粹生运用，本文拔取韩国粹生有联系关系标志的因果复句习得情形作为研究对象是为了可以或许提醒韩国粹生有联系关系标志的汉语因果复句习得特色，进而愿望可以或许为对韩因果复句教授教养提出一些可行的建议。本文经由过程对天然预感和HSK静态作文语料库中的相干语料停止偏误剖析，并对剖析成果停止统计，韩语论文网站，发明韩国粹生在进修汉语因果复句时，因为对联系关系词语的控制和懂得不敷，经常会涌现以漏掉、误加、误代、错序等为重要情势的偏误。发生这些偏误重要的缘由在于韩国粹生母语的负迁徙，对汉语因果复句运用规矩的过度泛化，采用躲避的进修战略等。针对以上缘由，韩语毕业论文，本文提出了明白因果复句教授教养目标，增强汉韩比较，增强轻易被韩国粹生混杂的联系关系词语的比较教授教养等教授教养建议。 Abstract: Causal complex sentences, as compared to the basic types of complex sentence is often the quintessence of Han students, this article selects the quintessence of Han students have contact relation between causal complex sentence acquisition situation as the research object is to may, however, warn the quintessence of Han students association signs in Chinese causational clause acquisition and desire can perhaps for some feasible advice on Han Chinese causational clause teaching. This paper through the process of natural feeling and HSK dynamic composition corpus of coherent corpus stop error analysis, and on the analysis of the results of the statistical, invented the quintessence of Korean students in learning Chinese causational clause, because control of Related words and understanding is not enough, often to omit, plus false, missing, wrong sequence to emerged as important forms of bias. The occurrence of these errors important reason lies in Han the quintessence of the mother tongue negative migration, over generalization of Chinese causational clause application rules, the avoidance learning strategy. In view of the above reasons, this paper proposes understand causal complex sentences teaching objectives, enhanced Han Han, enhanced easily by Korea student confounding relationship words comparison teaching and teaching suggestions. 目录: 论文摘要 4-5 Abstract 5 第1章 绪论 8-14 1.1 探讨的目的和意义 8 1.2 选题的原因 8-10 1.3 探讨综述 10-13 1.3.1 汉语因果关系复句探讨 10-11 1.3.2 汉语作为第二语言的因果复句习得探讨 11-13 1.4 探讨措施 13 1.4.1 习得与偏误略论探讨 13 1.4.2 定性定量相结合略论 13 1.5 对于语料的说明 13-14 第2章 韩国学生因果复句关联词偏误略论 14-30 2.1 因果复句关联词的偏误略论 14-30 2.1.1 因为……所以（才、就） 14-20 2.1.2 既然……就（那、那么） 20-23 2.1.3 由于 23-25 2.1.4 从而 25-26 2.1.5 其他关联词语 26-30 第3章 偏误总结及偏误原因研讨 30-33 3.1 偏误总结 30 3.2 偏误原因研讨 30-33 第4章 对韩国学生因果复句教学的建议 33-35 第5章 结语 35-36 参考文献 36-37 |
