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논문 기본 정보
- 자료유형
- 학술저널
- 저자정보
- 발행연도
- 2014.6
- 수록면
- 87 - 97 (11page)
- DOI
- 10.24285/CLER.2014.06.19.87
이용수
초록· 키워드
오류제보하기
Teaching of form words is the key point of teaching foreigners Chinese grammar and also an important link of grammar teaching in Korean and Chinese Language. In Chinese, there is a lack of morphological changes. Word order and form words are important means for expressing grammar significance. Chinese preposition whose number is about 100 is a kind of form words. They not only take up a high rate of form words but also appear some differences in internal morphology, usage and function between each other. Korean expresses its grammar relation through additional elements (auxiliary word, suffix and so on).The sentence elements of Korean arrange freely in both position and word order. The differences between Chinese and Korean make it hard for Korean Students to use or study preposition, because there is no preposition in their mother tongue.
At present, the research on biased errors in Korean students’ learning of Chinese preposition appears increasingly. At the same time people do much further study on the types, reasons and teaching strategies of them. These research which based on interlanguage theory got some rules and countermeasure through error analysis of corpus. Their theoretical basis and research Methods are undoubtedly scientific but has some problems.
This paper embarks from the reflection of previous research results and investigate the types and the reasons of Chinese preposition learning for Korean students. It follows the rules of the combination of semantic, syntax and pragmatic. In order to research Korean students’ learning of Chinese preposition, it also uses the method of Chinese internal comparition and comparison analysis of Chinese and Korean languages. In the end, this paper makes a further discussion of Chinese preposition learning for Korean students and tries to help them learn it easier.
At present, the research on biased errors in Korean students’ learning of Chinese preposition appears increasingly. At the same time people do much further study on the types, reasons and teaching strategies of them. These research which based on interlanguage theory got some rules and countermeasure through error analysis of corpus. Their theoretical basis and research Methods are undoubtedly scientific but has some problems.
This paper embarks from the reflection of previous research results and investigate the types and the reasons of Chinese preposition learning for Korean students. It follows the rules of the combination of semantic, syntax and pragmatic. In order to research Korean students’ learning of Chinese preposition, it also uses the method of Chinese internal comparition and comparison analysis of Chinese and Korean languages. In the end, this paper makes a further discussion of Chinese preposition learning for Korean students and tries to help them learn it easier.
목차
Ⅰ. 引言
Ⅱ. ?于偏??型及原因?究的思考
Ⅲ. ????介???的?点建?
Ⅳ. ??
【?考文?】
【Abstract】
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