韩国学生汉语口语语篇中连词“所以”习得的母语影响研究  

The influences of mother tongue on the acquisition of connective“suoyi”(所以)in Korean students􀆳spoken Chinese

作　　者：梁珊珊[1] 杨峥琳[2] 颜海波 LIANG Shanshan;YANG Zhenglin;YAN Haibo(School of international education,South China University of Technology,Guangzhou,Guangdong 510641,China;School of Literature and Communication,Yunnan Minzu University,Kunming,Yunnan 650500,China;Academic Affairs Office,Jinan University,Guangzhou,Guangdong 510632,China)

机构地区：[1]华南理工大学国际教育学院,广东广州510006 [2]云南民族大学文传学院,云南昆明650500 [3]暨南大学教务处,广东广州510632

出　　处：《华文教学与研究》2022年第3期39-46,共8页TCSOL Studies

基　　金：教育部人文社科青年基金项目“外国留学生汉语口语语篇因果标记习得研究”(17YJC740048);广州市哲学社科发展“十三五”规划项目“基于概念整合理论的汉语中介语语法表征分析模型的建立及应用研究”(2019GZG123);华南理工大学中央高校面上项目“认知语言学视角下韩国学生汉语中介语分析模型的建构及其应用研究”(C2181380)。

摘　　要：本文通过自建韩国学生口语中介语语料库,归纳得到韩国学生习得“所以”时的语义偏误和语法偏误共五类,并基于韩汉因果概念域范畴的语义层和语法层的对比,统计出母语对其语义和语法方面造成的正负迁移影响,以及负迁移影响程度的大小。接着,本文对五类偏误受母语影响的产出过程进行了分析。基于以上分析,本文对因母语和目的语差异而造成的语义和语法层面上的学习难度的其他影响因素做出了总结和思考。我们认为学习难度和偏误频率并不总为正相关。在教学中应该区分学习难度和偏误频率,提高教学的针对性。Based on the self-built Korean students’oral interlanguage corpus,this study classifies five types of semantic er⁃rors and grammatical errors in Korean students’acquisition of“suoyi”‘so’.Then a comparison of the causal concept domain of Korean and Chinese at semantic and grammatical levels is made in order to calculate the positive and negative transfer of mother tongue in terms of semantics and grammar,as well as the degree of negative transfer.After that,we analyze the out⁃put process of five types of errors affected by mother tongue in a frame of Conceptual Blending Theory.Finally we make a sum⁃mary of the influencing factors of learning difficulty at semantic and grammatical levels caused by the influence of mother tongue,and find that there is not always a positive correlation between learning difficulty and error frequency.Learning diffi⁃culty and error frequency should be distinguished so as to improve the pertinence of teaching.

关 键 词：韩国学生 所以 母语影响 概念整合 

分 类 号：H195.3[语言文字—汉语]