| 中国和韩国近邻，免费韩语论文，两国在说话、文明方面有许多类似的处所。特殊是在说话中，韩语中存在的年夜量汉字词就可以解释汉语对韩语的作用之年夜。韩语汉字词对韩国留先生习得汉语进程中负迁徙的构成及其发生缘由一向以来都是韩国留先生汉语习得研究的重点。最近，跟着辞汇研究的成长和对韩国留先生习得中负迁徙景象研究的深刻，学者逐渐发明，韩语固有词在韩语体系中所占固然不及汉字词，然则它对韩国留先生习得汉语的作用倒是很年夜的。本文从“韩语固有动词”动身，以“HSK静态作文语料库”为根据，韩语论文范文，运用比较剖析的办法将对韩语固有动词负迁徙景象停止剖析归类，并提出响应的教授教养战略，望能对为往后的研究和教授教养提出一己之见。 Abstract: China and South Korea are close neighbors, the two countries have many similar places in terms of speech and civilization. Especially in the speech, the presence of a large number of Chinese characters in Korean words can explain the impact of Chinese on the korean. The composition of Korean Chinese characters in the process of the acquisition of the Chinese language and the reasons for the formation of the negative transfer in the process of learning Chinese have always been the focus of the study of the Chinese language acquisition. Recently, along with the lexical study of growth and to South Korea left Mr. acquisition negative transfer phenomena research of deep, scholars gradually invented, the inherent Korean words in Korean system for although less Chinese words. However it to the South Korean left Mr. acquisition of Chinese influence is very big. This set out from the "Korean inherent verb", in "HSK dynamic composition corpus" for according to application comparative analysis approach will of Korean inherent verbs negative migration picture stop classification analysis, and put forward the teaching strategy of response, hope to the future research and teaching puts forward his opinions. 目录: 摘要 4-5 Abstract 5 第一章 绪论 8-12 1.1 选题的目的 8-9 1.2 选题的意义 9-10 1.3 探讨措施 10-11 1.4 语料来源 11-12 第二章 探讨综述 12-16 2.1 对外汉语词汇教学的近况 12 2.2 韩语母语负迁移探讨 12-16 第三章 韩语固有动词负迁移类型 16-33 3.1 词义负迁移 17-25 3.1.1 义项不对等引起的迁移 17-21 3.1.2 义域范围不同造成的迁移 21-23 3.1.3 语体色彩负迁移 23-25 3.2 句法负迁移 25-33 3.2.1 词性负迁移 25-26 3.2.2 搭配负迁移 26-30 3.2.2.1 主谓搭配负迁移 26-28 3.2.2.2 动宾搭配负迁移 28-29 3.2.2.3 偏正搭配负迁移 29-30 3.2.3 “（间接宾语） /动词”结构负迁移 30-33 第四章 针对韩语固有动词负迁移提出的教学策略 33-37 4.1 正确认知母语迁移 33 4.2 重视教学过程中教师的影响 33-35 4.2.1 敏锐发现问题、适当纠正错误 33-34 4.2.2 鼓励学生进行大量且适当的课外阅读 34-35 4.3 注重汉韩词义的对比略论 35 4.4 词不离句，多采用情景教学 35-36 4.5 加强教材的编写和词典的编纂工作 36-37 第五章 结论 37-38 参考文献 38-40 致谢 40 |
