韩国学生对于汉语介宾结构理解偏误的分析

• 영문명: Error Analysis in Use of Proposition-object Structures for Korean Students Learning Chinese
• 발행기관: 한국문화융합학회
• 저자명: 李允玉(Lee Younoak)
• 간행물 정보: 『문화와융합』제40권 7호, 543~564쪽, 전체 22쪽
• 주제분류: 복합학 > 학제간연구
• 파일형태: PDF
• 발행일자: 2018.11.30

국문 초록

韩国学生学习汉语语法时，觉得什么最难？本文作者近五年来年一直向学生教授新HSK4级和5级书写部分的语序排列。通过五年的调查发现，在语序上存在着两大类偏误类型： 偏误类型 A：找句法成分的偏误； 偏误类型B：放置句子成分位置的偏误。本文就偏误类型A发现，韩国学生在找状语成分和补语成分上偏误率最高。就偏误类型B发现，韩国学生在把介宾结构放在状语位置上或者补语位置上时经常产生偏误。总体来说，语序偏误率最高的就是状语和补语位置适合与不适合的问题。韩国学生觉得最难把握的就是区分状语与补语。我们经常教学生状语是修饰述语的成分、补语是补充说明的成分。但对韩国学生来说，了解这两种之间的不同点以及如何应用在汉语口语中是非常难的事情。这是因为韩语里没有与汉语补语对应的句法成分，韩国人的语言体系里不存在补语，只存在状语。因此汉语的补语往往被译为韩语的状语。这是韩国学生由于受到母语语序规则的影响而产生的偏误。汉语里“动+介+宾”结构确实是很复杂的，尤其是对外国人而言。本文对韩国学生对“动+介+宾”结构产生的偏误进一步调查而得出导致偏误产生的两种小因素：其一、 由‘在、到、往 、向、 给、自、于、以’这些8个介词组成的介宾结构适用于动词前后时，学生在介词选择上难易度各不相同。即以口语性介词‘在’、‘到’、‘往’、‘向’、‘给’组成的介词结构的偏误率较高；以书面性介词‘自’、‘于’、‘以’组成的介词结构的偏误率较低。其二、对于每个介词所包含的意思带有片面性的理解。关于介词‘在’和‘到’，由这两个介词构成的介词结构作为状语或补语时在韩国语里的解释不同。但在韩国的汉语语法书上只有其作为状语用法的解释。这些小因素导致韩国学生介词结构作状语和补语的偏误。

영문 초록

I have taught HSK writing in level 4 and level 5 for over five years. Through the investigation of five years, this paper has found Korean students who learn Chinese as a foreign language usually make two types of errors, one in finding out the adverbial or complement in a Chinese sentence, the other in placing the right positions in a Chinese sentence. The most difficult thing for Korean students is how to distinguish between adverbial and complement. Because in Korean syntax there is no complement, but adverbial. That is the difference between Chinses and Korean. These errors are due to the influence of their mother tongue. Also in the use of structure “v.+ prep.+ obj.”, there are two types of the cases. First, the Prepositions which belong to the spoken discourse cause the more errors than these which belong to the written language. Second, the students have the one-sided view of meaning of every preposition, which cause errors in using.

키워드

介词 结 构 状 语 补 语 偏误 语 序 句法成分 母语 的影响 proposition-object structures adverbial complement errors word order Syntactic elements Influence of one s mother tongue