本文收集并整理了延边大学朝鲜语系2009级-2012级学生大学一年级全程考试的1,799篇作文，作为本文的探讨资料。这些语料总数达78万字。通过统计略论，考察了初级阶段韩国语学习者的汉字词...
本文收集并整理了延边大学朝鲜语系2009级-2012级学生大学一年级全程考试的1,799篇作文，作为本文的探讨资料。这些语料总数达78万字。通过统计略论，考察了初级阶段韩国语学习者的汉字词使用情况，略论了汉字词偏误，阐明了偏误产生的原因。
本文第一部分考察了偏误略论理论，作为本文的理论基础。“偏误略论”是指对学习者在第二语言的习得过程中语音、词汇、语法、篇章、语用等不同层面所发生的偏误进行的系统的略论探讨。略论过程包括搜集语料、对偏误进行分类、解释偏误产生的原因、找出偏误发生的规律以及对偏误严重程度的评估等。21世纪初开始引用中介语理论进行探讨并取得了许多探讨成果，但是这些成果大多是以定性略论为主，缺少大规模语料库的数据支持，况且各项成果之间缺乏系统性，因而难以准确反映复杂的朝鲜语中介语的整体面貌和真实状况，因此韩国语习得偏误的探讨工作还不是很全面。
第二部分通过整理资料，统计出偏误出现的概率及准确使用汉字词的概率。韩国语学习从零起点开始，随着学习时间的增加，韩语毕业论文，词汇的偏误越来越多。通过对语料的整理归纳，略论基础阶段词汇偏误类型及特点，并找出偏误产生的原因。汉字词占整个韩国语词汇的60%以上，这些汉字词是中国学生学习韩国语的优势，也是一种障碍。根据统计，初级阶段韩国语学习者准确运用的汉字词中,同形同义语使用频率最高。这种现象可以看做是母语的正面作用。
第三部分根据汉字词偏误出现的原因，将偏误分为三大类，分别为由于母语转移发生的偏误，由于目的语的学习情况引发的偏误，由于交流策略发生的偏误。统计结果显示，由于目的语的学习情况引发的偏误所占比例最大。出现这种现象的原因，韩语论文，是因为学习者处于初级阶段，词汇量不足，发音、拼写等方面出现的偏误比较严重。同时由于没有深刻理解韩国语汉字词和汉语的异同，在运用汉字词上出现偏差。
本文是只针对中国学习者作为对象进行的汉字词使用情况及偏误略论，今后关于词汇学习战略和教育方案的探讨十分必要，这方面的不足将作为探讨目标，通过日后的学习进行更深入的研讨。
This collects and collates 1,799 compositions of students of Grade 2009-2012 in Korean Language Department, Yanbian University throughout their freshman year’s exams as the research materials. These materials contain altogether 780,000 charact...
This collects and collates 1,799 compositions of students of Grade 2009-2012 in Korean Language Department, Yanbian University throughout their freshman year’s exams as the research materials. These materials contain altogether 780,000 characters. Through statistical analysis, this examines primary Korean learners’ usage of Chinese characters, analyzes errors of Chinese characters and clarifies causes of these errors.
In the first part, this investigates the error analysis theory as the theoretical basis of this . “Error analysis” refers to the systematical analysis and research of errors made by learner at different levels of the second language acquisition process such as pronunciation, vocabulary, grammar, discourse and pragmatics. The analysis process includes gathering data, classifying errors, explaining causes of errors, finding rules of errors and evaluating the severity of errors, etc. Since the beginning of the 21st century, the Inter-Language Theory began to be introduced into researches and many achievements have been made. However, most of these achievements are based on qualitative analysis with a lack of large corpus as the data support, and these achievements are not systematic, so it is difficult to accurately reflect the entire and true condition of the complex Korean inter-language. Thus, researches of errors in the acquisition of Korean are still not very comprehensive.
In the second part, through collating materials, this gets the probability of errors and that of accurate use of Chinese characters. Starting from zero and with the increase of learning time, there are more and more vocabulary errors in the learning of Korean. Through gathering and summarizing data, this analyzes types of vocabulary errors at the primary stage as well as characteristics of these errors, and the finds causes of these errors. Chinese characters, accounting for more than 60% of the entire Korean vocabulary, are advantages for Chinese students in learning Korean, but also an obstacle. According to statistics, among the Chinese characters that Korean learners at the primary stage should accurately use, homographs and synonyms are the most frequently used, and this phenomenon can be seen as positive impact of mother tongue.
In the third part, according to causes of Chinese character errors, this divides errors into three categories, namely errors caused by mother tongue transfer, errors caused by the learning of target language, and errors due to communication strategies. Statistics show that errors caused by the learning of target language occupy the most proportion because learners are at the primary stage, so they do not have enough vocabulary with serious errors in pronunciation and spelling. Meanwhile, as they do not have a deep understanding of the difference between Chinese characters in Korean and Chinese, they make mistakes in using Chinese characters.
This only analyzes the usage of Chinese characters with Chinese learners as the object, which is necessary for future researches of vocabulary learning strategies and educational programs. Deficiencies in this aspect will become the research object, which will be further discussed in later learning.
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