中国学习者韩语中介语语料库建设方案
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摘要
目前我国韩语中介语语料库建设还处于起步阶段,教师在教学中由于缺乏科学可靠的中介语语料库支持,很难对学习者的二语认知特点及语言能力发展规律做出客观准确的判断。在建设科学而有效的韩语中介语语料库时,首先应全面采集共时语料,实时补充历时语料;其次,录入韩语中介语语料并编辑语料背景信息应真实客观;第三,预先设定偏误代码及规范,进行偏误标注;第四,实现语料库的持续动态发展和资源开放共享。
The support from the scientific and reliable Korean inter-language corpus is not sufficient for language teaching since the corpus construction of the Korean inter-language is still at the initial stage in China and it is difficult to judge objectively and accurately the features of the second-language cognition and developing rules of language ability from the language learners. However,the construction of the scientific and efficient Korean inter-language corpus needs the collection of diachronic corpus and the supplement of the synchronic corpus,the input of the Korean inter-language corpus and the true and objective compilation of the background information,the presetting of the error codes and specifications and the tagging of the errors and then the realization of sustainable diachronic development of the corpus and resource sharing.
The support from the scientific and reliable Korean inter-language corpus is not sufficient for language teaching since the corpus construction of the Korean inter-language is still at the initial stage in China and it is difficult to judge objectively and accurately the features of the second-language cognition and developing rules of language ability from the language learners. However,the construction of the scientific and efficient Korean inter-language corpus needs the collection of diachronic corpus and the supplement of the synchronic corpus,the input of the Korean inter-language corpus and the true and objective compilation of the background information,the presetting of the error codes and specifications and the tagging of the errors and then the realization of sustainable diachronic development of the corpus and resource sharing.
引文
[1]周文华.汉语中介语语料库建设的多样性和层次性[J].汉语学习,2015(5):97-105.
[2]张宝林,崔希亮.谈汉语中介语语料库的建设标准[J].语言文字应用,2015(2):125-133.
[3]杨连瑞,张德禄,等.二语习得与中国外语教学[M].上海:上海外语教育出版社,2007.
[4]张宝林.关于汉语中介语语料库建设的若干重要问题[C]//第八届中文电化教学国际研讨会论文集.上海:中文电化教学国际研讨会,2012.
[5]曹贤文.留学生汉语中介语纵向语料库建设的若干问题[J].语言文字应用,2013(2):127-134.
[6]郑通涛,曾小燕.大数据时代的韩语中介语语料库建设[J].厦门大学学报(哲学社会科学版),2016(2):53-63.
[7]张宝林.关于通用型汉语中介语语料库标志模式的再认识[J].世界汉语教学,2013(1):128-140.
[8]肖奚强,周文华.汉语中介语语料库标注的全面性及类别问题[J].世界汉语教学,2014(3):368-377.
(1)参见宋柔2010年讲座课件《文本语料库建设同语言教学和语言研究》。
(2)韩国语中有隔写法,每间隔开的一部分内容称为一个语节,即“ ??”。
(3)#12
(1)例句来源于徐州工程学院15级朝鲜语专业1班2016-2017学年第二学期作业。
[2]张宝林,崔希亮.谈汉语中介语语料库的建设标准[J].语言文字应用,2015(2):125-133.
[3]杨连瑞,张德禄,等.二语习得与中国外语教学[M].上海:上海外语教育出版社,2007.
[4]张宝林.关于汉语中介语语料库建设的若干重要问题[C]//第八届中文电化教学国际研讨会论文集.上海:中文电化教学国际研讨会,2012.
[5]曹贤文.留学生汉语中介语纵向语料库建设的若干问题[J].语言文字应用,2013(2):127-134.
[6]郑通涛,曾小燕.大数据时代的韩语中介语语料库建设[J].厦门大学学报(哲学社会科学版),2016(2):53-63.
[7]张宝林.关于通用型汉语中介语语料库标志模式的再认识[J].世界汉语教学,2013(1):128-140.
[8]肖奚强,周文华.汉语中介语语料库标注的全面性及类别问题[J].世界汉语教学,2014(3):368-377.
(1)参见宋柔2010年讲座课件《文本语料库建设同语言教学和语言研究》。
(2)韩国语中有隔写法,每间隔开的一部分内容称为一个语节,即“ ??”。
(3)#12
(1)例句来源于徐州工程学院15级朝鲜语专业1班2016-2017学年第二学期作业。