| 成语作为汉语进修中典范文明的代表，在对外汉语教授教养中是必弗成少的。成语不只传承了中华陈旧文明，也是中华平易近族聪明的结晶。留先生在进修汉语的进程中，成语的控制水平同样成为权衡留先生进修程度的主要尺度。本文以韩国留先生为研究对象，以其运用成语涌现偏误例句为剖析材料，总结留先生在成语进修运用进程中涌现的偏误类型及偏误缘由，并提出响应的处理办法。全文共分为五部门：第一部门解释成语进修现状，免费韩语论文，提出其在对外汉语教授教养中的主要性，同时对现有的成语研究情形做了归结总结。第二部门经由过程对汇集的偏误例句停止体系剖析，把韩国留先生成语运用偏误的情形年夜体分为四类，分离是语法偏误、语义偏误、书写偏误、语用偏误。第三部门依据上一部门总结的偏误类型，韩语论文题目，有针对性的找出形成韩国留先生涌现成语运用偏误的缘由。第四部门联合韩国留先生成语运用偏误类型及涌现偏误的缘由，提出几点对外汉语成语教授教养的建议。第五部门归结总结全文内容。 Abstract: Idioms as a representative of Chinese language standard fan civilization, in the foreign language teaching is indispensable. The idiom not only inherits the Chinese ancient civilization, the Chinese nation is the crystallization of the wisdom. Mr. Liu in the process of learning Chinese idioms, control level also become the main dimensions of students learning balance degree. The South Korean left Mr. as the research object, in the application of idioms emerging errors. As material for analysis, summary of students studying in the idiom learning emerged in the process of applying partial error types and error reason, and puts forward response approach. The full text is divided into five parts: the first part explains the idiom learning situation, put forward the main in foreign language teaching, and the present research situation was summarized idiom. The second part through the pooled error. Stop analysis system, the South Korean left Mr. idiom application errors of a big body is divided into four categories, separation is grammatical errors, semantic partial writing mistakes, errors and pragmatic errors. A summary of the types of errors of the third sector sector basis, targeted to identify the formation of South Korean students have reason idiom application errors. Fourth departments jointly with South Korea Mr. idiom application error types and causes the emergence of errors, put forward some suggestions of teaching Chinese as a foreign language. The Fifth Department summarizes the full text content. 目录: 论文摘要 4-5 Abstract 5 第1章 引言 8-12 1.1 选题缘起 8-9 1.2 留学生成语习得偏误探讨近况 9-11 1.2.1 留学生成语习得偏误探讨 9-10 1.2.2 对外汉语成语教学探讨 10-11 1.3 探讨内容 11 1.4 语料来源 11-12 第2章 韩国留学生成语习得偏误略论 12-22 2.1 语法偏误 12-16 2.1.1 成语语法性质不分 12-13 2.1.2 结构搭配不合理 13-15 2.1.3 语法成分残缺 15-16 2.2 语义偏误 16-19 2.2.1 语义理解错误 16-17 2.2.2 语义搭配偏误 17-18 2.2.3 语义轻重不分 18-19 2.3 书写偏误 19-20 2.3.1 相似性偏误 19-20 2.3.2 成分遗漏或增添字偏误 20 2.4 语用偏误 20-22 第3章 韩国留学生成语偏误诱因略论 22-30 3.1 汉语成语本体问题 22-27 3.1.1 单个语素的作用 22-23 3.1.2 成语语义作用 23 3.1.3 成语语法功能作用 23-27 3.2 韩国留学生自身问题 27-28 3.2.1 母语负迁移 27-28 3.2.2 留学生个人因素 28 3.3 教学问题 28-30 第4章 对外汉语成语教学建议 30-34 4.1 教学内容的规划 30-31 4.1.1 教材内容 30 4.1.2 授课内容 30-31 4.2 教学措施的设计 31-33 4.2.1 书写形式 31 4.2.2 语义方面 31-32 4.2.3 语法方面 32-33 4.2.4 语用方面 33 4.3 教师态度明确化 33-34 第5章 结论 34-35 参考文献 35-37 作者简介 37-38 致谢 38 |
