【作者】 刘杰；

【导师】 邓小宁；

【作者基本信息】 中山大学 ， 汉语国际教育， 2015， 硕士

【摘要】 本文在现有关于“应该”的本体研究和教学研究成果的基础之上,对暨南大学华文学院语料库中能愿动词“应该”的偏误用例进行了全面考察,通过对不同阶段学生的偏误进行对比分析,发现学生学习过程中的某些特点,从而找出其学习的难点,剖析引起这些偏误的原因,进而探讨相应的教学策略。经过分析,笔者发现学生在语法方面的偏误比语义方面的偏误要多;总结出四类语法偏误,即“应该”+名词/名词短语、“应该1”+“不”、“应该”与其他能愿动词错误连用、与其他词错序;学生使用“应该1”的句子比“应该2”的要多;整体上,“应该2”的偏误率比“应该1”的要低。根据偏误分析出学习者的偏误成因,发现韩国学生受母语负迁移,比较容易混淆“应该”和“一定”,因为在韩语里这两个词是近义词。最后,笔者从教学和教材两方面,针对“应该”提出了个人的一些教学建议。更多还原

【Abstract】 Based on the current researches and teaching achievements on the volitive auxiliary-- "yinggai", the writer conducts a comprehensive analysis of errors about using “yinggai’. Meanwhile, in order to identify students’ learning difficulties, the causes of these errors have been prudently analyzed, and appropriate teaching strategies have been discussed.After analysis, the author draws the conclusion: students’ mistakes in grammar are more than semantic bias;namely "yinggai + noun / noun phrases"; "yinggai1 + bu",reusing "yinggai" together with other modal verbs and placing “yinggai” in a wrong sequence with other words; students use "yinggai1" more often than "Yinggai2"; in general, the rates of misusing "yinggai2" is lower than the one of misusing "yinggai1 ".According to the datas, the writer analyzes the reasons why mistakes happen. For example, in the process of language negative migration, it is easier for South Korean students to mix up "yinggai" with "yiding", mainly because the two words are interchangeable synonyms in Korean Finally, the writer makes a brief analysis about teaching methods of “yinggai” from the perspective of teaching materials and teaching aspects.更多还原