本文以让步连接语尾里的一个小分类-让步连接语尾为中心，并选定为“-아도, -더라도”, 略论了“-아도, -더라도”的句法义项及句法上的特征，对延边大学朝鲜语专业2011级和2012级60名中高...
本文以让步连接语尾里的一个小分类-让步连接语尾为中心，并选定为“-아도, -더라도”, 略论了“-아도, -더라도”的句法义项及句法上的特征，对延边大学朝鲜语专业2011级和2012级60名中高级阶段韩国语学习者进行问卷调查，并且利用延边大学朝鲜语专业2003级到2009级学生的韩语学习语料库，调查探讨了韩国语让步连接语尾“-아도, -더라도”的认知情况及偏误略论，以期为韩国语连接语尾的实际教学提供一些参考。
通过调查问卷及语料的偏误略论，可以发现，部分韩国语学习者在学习中并没有正确掌握让步关系连接语尾“-아도, -더라도”，不正确的认知和习得导致学习者在使用时容易出现很多偏误。句法义项上，一方面容易把让步关系连接语尾和表对立关系的连接语尾、表条件关系的连接语尾及其他连接语尾混用，另一方面，因为不清楚“-아도”和“-더라도”两者的区别而混用两者；句法上，在同谓语连接及副词、不定词的连接上也容易出现偏误。究其原因大致有以下三点。
第一，汉语的负迁移导致学习者在学习让步连接语尾时出现偏误。一方面学习者受到汉语里相关连词的作用，韩语论文，一方面受到汉语思维方式作用，导致偏误出现。比如，汉语里表示转折和让步关系的“但是…”和“即使…也…”等连词与“-아도;-더라도”之间的混用情况；以及汉语直译导致的偏误。
第二，学习者对让步连接语尾不正确的习得和认识导致使用时出现偏误。一方面学习者不能正确掌握所学知识，韩语毕业论文，一方面又受到未学习的知识的限制，导致学习者在学习中不断出现偏误。而在目的语知识受限的情况下，很多学习者在使用已经习得的目的语时不可避免存在着个人的使用喜好。在需表达让步关系的语境下，大部分学习者不分情况只使用简单的“-아도, -더라도”。
第三，各种韩国语教材中不完整或错误的记述会直接导致韩国语学习者对“-아도, -더라도”片面或错误的理解和认识。比如，有的教材中会对“-아도,-더라도”与谓语连接情况进行详细的解释，而有的教材中则忽略不计；有的教材对“-아도,-더라도”两者之间的差别进行解释说明，而大部分教材并没有指出“-더라도”比“-아도”的假设性更强等差别。
This is focusing on the concession conjunction-centered inflection, which is a tiny classification in concession conjunction. We conducted a survey on 60 Intermediate and advanced Korean learners through questionnaire after analyzing the meaning...
This is focusing on the concession conjunction-centered inflection, which is a tiny classification in concession conjunction. We conducted a survey on 60 Intermediate and advanced Korean learners through questionnaire after analyzing the meaning and grammatical features of “-아도, -더라도” to understand the Korean learners’ awareness level about the concession conjunction inflection in china. In addition to the above, we also analyzed the causes of the grammatically wrong sentences collected from Korean learners in Yan Bian University, aiming at providing some references for teaching practice in the future Korean learning in concession conjunction inflection.
It is shown from the questionnaire and analysis on the errors of the corpus, Korean learners do not actually realize the function of “-아도, -더라도”, this kind of misunderstanding leads to the false usage of it and cause many problems. Semantically, it is likely for learners to feel confused about the usage between concession conjunction inflection and antagonistic conjunction inflections or conditional conjunction inflections and other conjunction inflections; As learners don’t recognize the differences of “-아도”and“-더라도”the confusion also exists. Syntactically, conjunctions bias of appositive conjunctions, adverb and infinitive are also easy to occur. As for the causes of it, we conclude as the following three points:
First, negative transfer of mother language.
It is more likely for Korean learners to suffer from bias during the study of target language. Influenced by the conjunctions in Chinese and the Chinese way of thinking, Korean learners are easy to have trouble in the learning of concession conjunction inflection.
Second, learners’ limited knowledge of target language of
Bias constantly happens during the learning process due to the limitation of incorrect management of the already learned and unlearned knowledge. With the limitation of the target language, it is inevitable for many learners to have personal preference while using the already learned target language.
Third, description about target language teaching materials
Incomplete or false description in target language teaching materials would result in the one-sided or false understanding of the target language. On the other hand, to Chinese learners, almost every teaching materials or grammar books will put the Chinese meaning or conjunction as a tag, including the incompleteness of the grammatical descriptions, however, this kind of description used to be general and imprecise, which can’t explain the different usages in different conditions of the two languages, making the learners feel confused about the differences and resulted in mistakes.
|
