近年，韩国语教育的世界化使韩国语学习的热潮越来越高涨.随着韩国语教育的发展，在许多国家，对外韩国语教学事业蒸蒸日上.如今，对自身提出更高要求的中国学习者们逐渐增多.特别是...
近年，韩国语教育的世界化使韩国语学习的热潮越来越高涨.随着韩国语教育的发展，在许多国家，对外韩国语教学事业蒸蒸日上.如今，对自身提出更高要求的中国学习者们逐渐增多.特别是许多中国四年制大学的韩国语专业要求学生在毕业之前需具备韩国语能力等级考试高级水平.中国国内许多高等院校的韩国语学习者和在韩国留学的中国人学习者也希望通过学习最终能具备韩国语能力等级考试高级的水平.因此，在当下对高级韩国语能力等级考试的教育方案的探讨是非常迫切和必要的.
当前，在韩国现行教育机关的韩国语能力考试备考班中，韩语论文范文，针对高级韩国语能力考试应试者还没有专门的语法教育探讨方案.大部分初中级的备考班几乎都以讲解韩国语能力考试的真题为课堂内容.然而，关于学习者而言，不仅要具有能很好的解答出试卷问题的能力，更需要一个能从根本上提高韩国语实力的有效的教学方案.
因此，论文的探讨目的就在于针对中国人韩国语学习者提出一个TOPIK高级语法教学方案.从而能使学习者的韩国语能力提高，并且能对高级语法加深理解和正确使用.
围绕以上内容，论文第一章首先阐明了探讨目的和必要性,然后揭示了探讨内容和探讨措施.接着回顾观察与探讨了与本论文相关的探讨成果.在本论部分中，第二章首先对韩国语能力考试中语法部分的题目进行略论探讨，韩语毕业论文，然后根据题目类型和能力要求进行了语法知识点的探讨略论.在第三章，首先通过问卷调查得知高级水平的中国人韩国语学习者比较倾向于把语法项目按照意义机能进行分类的方式学习.按照高级学习者的高效学习措施,对第16次~第25次,共10次的韩国语能力等级考试的进行了语法项目的整理和高频率出现的语法项目的统计.接着针对学生的TOPIK真题考试实验的试卷进行错误略论.从而按照语法项目的意义机能，高频率出现的语法和高错误率的语法综合之后，选定TOPIK高级教学的语法项目.在论文的第四章，首先，确立了教学目标和教授方向，其次，按照题目类型和能力要求，提出了适合中国学习者的具体的TOPIK高级教学方案.由此，期待着对本论文的教学方案进行实验验证，并且期待针对TOPIK其他领域的深层次教学探讨的出现.
In recent years, the mondialisation of Korean education has contributed to the upsurge of Korean learning. Along with the development of the Korean education, Teaching Korean as Foreign Language enjoys its flourish in many countries. Nowadays, there a...
In recent years, the mondialisation of Korean education has contributed to the upsurge of Korean learning. Along with the development of the Korean education, Teaching Korean as Foreign Language enjoys its flourish in many countries. Nowadays, there are more and more Chinese learners put forward higher requirement to themselves. Especially in many four-year universities, China, the Korean Major students are required advanced level of TOPIK before graduation. A lot of Chinese learners of Korean, including both the people who learn Korean in Chinese university and the students study in Korea, also want to have the senior level eventually. Therefore, the research of TOPIK education program is very urgent and necessary in the present moment.
At present, class of preparing for the exam in South Korea education authorities still have no specific grammar education programs to the TOPIK examinee. Most of the primary and intermediate preparing classes take the past exam as their all class content. However, what the learners need is not only the ability of answering questions given by those test s, but also an effective teaching plan that can enhance the strength of the Korean radically.
Therefore, the purpose of this thesis is to supply a TOPIK advanced grammar teaching plan to Chinese learners of Korean. Thus the learners can improve their ability, deepen the understanding of advanced grammar and use the grammar correctly.
According to the above content, the first chapter of this illustrates the research purpose and the necessity, reveals the research content and methods, and then reviews the related research achievements. In the body part, the second chapter first analysis some questions of grammar part appeared in past TOPIK examination, and then analysis the grammar knowledge according to the subject type and competency requirements. In the third chapter, we got the information through the questionnaire survey that the senior level Chinese learners of Korean tend to learn the grammar project by classifying them according to different meaning function. With the advanced learner’s efficient study method, this chapter arranges the grammar project and picks up the high-frequency ones of the 16th~25th――total of 10 times――TOPIK examination, and then analyses the errors appeared in the simulation test. After synthesizing the grammar function, high-frequency grammar and high error rate grammar, we can select the TOPIK senior teaching grammar project. The forth chapter established the teaching goals and directions, and also put forward specific TOPIK senior teaching plan that suit Chinese learners according to the subject type and competency requirements. We are looking forward to the test of this teaching plan, and to the deep teaching research of other fields in TOPIK.
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