基于HSK動(dòng)態(tài)作文語(yǔ)料庫(kù)的韓國(guó)學(xué)生能愿動(dòng)詞習(xí)得研究.pdf

1、分類號(hào)UDC埸一H1大譬YANGZHOUUNIVERSITY碩士學(xué)位論文(全目制專業(yè)學(xué)位)學(xué)號(hào)密級(jí)基于HSK動(dòng)態(tài)作文語(yǔ)料庫(kù)的韓國(guó)學(xué)生能愿動(dòng)詞習(xí)得研究高媛指導(dǎo)教師姓名：墮煎到整蕉!揚(yáng)劌盤鱟!姿菱揚(yáng)劌!!!i!!!鄞亟進(jìn)!至!揚(yáng)劌盤堂!姿菱揚(yáng)劌!12i!!!申請(qǐng)學(xué)位級(jí)別：塑論文提交日期：至Q!璺生量旦學(xué)位授予單位：揚(yáng)劌盤堂答辯委員會(huì)主席：坐堊星塾撞學(xué)科專業(yè)名稱：論文答辯日期：學(xué)位授予日期：2018年6月一一一蘭一揚(yáng)州大學(xué)碩士學(xué)位論文2一Ab

2、stractInthestudyoftheChinesegrammarthevolitiveauxiliaryisalwaysacontroversialpart，includingthedifferentopinionsonthepartofspeech，scopeanddivisionThefuzzinessofthevolitiveauxiliarymakesitadifficultpointintheteachingChines

3、easaforeignlanguage，whichinevitablymakesitmoredifficultforforeignstudentstolearnChinesegrammarInthispaperonthebasisofliteraturereading，combinedwiththeHSKdynamiccompositioncorpus，selectsfromrealcorpusTheerrorsfromtheKorea

4、nstudentsinvolitiveauxiliaryasanalysisobject，usesthecomparisonandanalysisofresearchmethodsinordertofinishamorecomprehensiveanalysisOnthebasisoftheanalysisandresearch，putforwardsometeachingsuggestionsteducetheerrors，andex

5、pectstopromotethedevelopmentoftheteachingChineseasaforeignlanguageThefirstpartisanintroductionItintroducestheoriginofthistopicandsummarizestherelatedresearchonthevolitiveauxiliaryintheteachingofChineseasaforeignlanguageA

6、tthesametime，itintroducestheresearchobjectofthisarticle12volitiveauxiliarywhichare能、能夠、可以、‘、愿意、應(yīng)當(dāng)、應(yīng)該、可能、肯、敢、應(yīng)、會(huì)、要TheresearchmethodsinthispaperareliteratureresearchanderroranalysisThesecondpartistheanalysisoftheuseofverbs

7、inKoreanstudentsFirstcountthecommonlyusedverbsofKoreanstudents，andthenanalyzethecommonsemanticsTheverb會(huì)、要、能isoftenused“會(huì)”expressthemeansof“possibility”and“beabletodo”“要”expressthemeansof“thewill”and”shoulddosomething”“能”

8、expressthemeansof‘‘a(chǎn)bility’’or“possibility”Thentheclassificationoferrorsisdividedintofourtypesoferrors：omission”，”misuse”，”misrepresentation”and”other’Intermsofquantitythetypeofomission”isthemost，whichshowsthat”omission’

9、’isthemostcommonerrortypeoftheKoreanstudentsintheaspectoftheverbandthe’’misrepresentation”isthemostcomplicatedThethirdpartistheanalysisofthecausesoferrors，andthecausesoferrorsareclassifiedintotwocategories：internalfactor