基于语料库的韩国学习者“把”字句偏误类型分析 (Corpus-based analysis of Korean learners’ errors in “把(ba)” sentences)

서지정보

· 발행기관 : 한국중국어교육학회
· 수록지 정보 : 중국어교육과 연구 / 43호 / 47 ~ 72페이지
· 저자명 : 장효나

초록

“把”字句是汉语中最常见的句式之一，但外国学习者学习时有一定困难，韩国学生也不例外，由于韩语中没有与“把”字句相对应的句式，学生在学习和使用“把”字句时经常会出现错误。本文在全球汉语中介语语料库和HSK动态作文语料库（2.0版）中检索并提取出韩国中高级学生670条“把”字句偏误语料。借鉴先前学者的分类方法，将偏误分为遗漏、误加、误代和语序错误四大类，对语料库中的偏误进行分类后，在四类偏误的基础上进一步细分为20个小类。通过对“把”字句具体偏误的分析，可以看出中高级韩国学生最常犯的偏误有省略“把”字、误加“把”字、“把”字句中补语的省略和误用、使役动词误用为“把”。针对这四类高频偏误，笔者从母语负迁移、目的语过度泛化等方面分析原因，并针对韩国学生提出“把”字句的教学建议：结合“把”字句的韩语表达句式进行对比教学、补语教学要与“把”字句补语教学同步、使动句与“把”字句进行对比教学、引入“把”字句偏误教学。

영어초록

The "把(ba)" sentence is one of the most common sentence patterns in Chinese, but foreign learners have certain difficulties in learning it, and Korean students are no exception. Since there is no sentence pattern corresponding to the "把(ba)" sentence in Korean, students often make mistakes when learning and using the "把(ba)" sentence. This paper retrieved and extracted the "把(ba)" sentence corpus of intermediate and advanced students from the Global Chinese Interlanguage Corpus and the HS Dynamic Composition Corpus, and obtained a total of 670 "把(ba)" sentence error corpora. Drawing on the classification method of previous scholars, the errors are divided into four categories: omission, misaddition, missubstitution, and word order errors. After classifying the errors in the corpus, they are further subdivided into 20 subcategories based on the four categories of errors. Through the analysis of the specific errors in the "把(ba)" sentence, it can be seen that the most common errors made by intermediate and advanced Korean students are the omission of the "把(ba)", the misaddition of the "把(ba)", the omission and misuse of the complement in the "把(ba)" sentence, and the misuse of the causative verb as "把(ba)". In response to these four types of high-frequency errors, the author analyzed the causes from the aspects of comparing the characteristics of Korean and Chinese sentences, negative transfer from the mother tongue, and over-generalization of the target language, and put forward teaching suggestions for the "把(ba)" word and sentences for Korean students: conduct comparative teaching based on the Korean expression sentence pattern of "把(ba)" sentences, synchronize the complement teaching with the complement teaching of "把(ba)" sentences, conduct comparative teaching of causative sentences and "把(ba)" sentences, and introduce the teaching of errors in "把(ba)" sentences.

참고자료

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