韩国学生汉语状语语序偏误分析
摘要
随着中国的日益强大，学习汉语的人数越来越多。由于汉语缺乏丰富的性、数、格的变化，主要靠语序和虚词作为语法手段，因此语序在汉语语法中的地位十分重要。在HSK的动态语料库搜索中发现韩国学生关于汉语状语语序错误的句子不仅数量大，而且问题多，是学习的一个难点。关于韩国学生汉语学习偏误的分析很多，但是关于状语语序的偏误分析很少。
本文不对汉语语序本身的生成机制和有关汉语语序的争议问题进行讨论，而是立足于汉语语序作为第二语言在习得过程中所产生的偏误，选取韩国学生在HSK动态作文语料库中常出现的语序错误进行分析。研究更有针对性，希望系统地总结出韩国学生学习汉语易犯的语序错误。
本文对HSK动态语料库中的韩国学生状语语序偏误进行了分析，运用偏误分析的方法，归纳了偏误的种类，并且对产生的原因进行了分析。
希望研究成果能帮助汉语教师在以后的教学中更加有针对性地进行教学辅导，为韩国学生减少学习汉语状语语序的障碍。帮助他们了解汉语状语的语序规律，熟悉常出现的状语语序偏误，了解出现偏误的原因，并给出了解决办法。希望能更有针对性地指导韩国学生更有效率地学习汉语状语语序。
As China grows stronger, the number of people learning Chinese has more and more.Because the Chinese lack of rich, number, case changes, mainly rely on word order andfunction words as a means of grammar, so the word order in Chinese grammar is veryimportant. In the dynamic HSK corpus search found in Korean students about Chineseadverbial word order sentence not only the amount is large, and the question, is a difficultlearning. On the South Korean students learning Chinese error analysis is very much, but onthe adverbial's word order error analysis rarely.
In this paper the wrong word order in Chinese itself the formation mechanism andrelevant Chinese word order issues discussed, but based on word order in Chinese as a secondlanguage in the acquisition process errors, select the nationality of Korean students in theHSK dynamic composition corpus often appear in word order error analysis. Study of moretargeted, hope to summarize the Korean students learning Chinese word order errors easilycommitted.
Based on the HSK dynamic corpus in Korean students adverbial word order errors wereanalyzed, using error analysis method, summarizes the types of errors, and the causes areanalyzed.
Hope that research results can help the Chinese teachers in teaching in the future moretarget-oriented teaching for Korean students learning Chinese, reducing the adverbial's wordorder disorder. To help them understand the Chinese adverbial word order of adverbial,familiar with frequent word order errors, to understand the reasons of the errors, and gives thesolution, hoping to more targeted guidance of Korean students learning Chinese adverbialorders more efficiently.
本文不对汉语语序本身的生成机制和有关汉语语序的争议问题进行讨论，而是立足于汉语语序作为第二语言在习得过程中所产生的偏误，选取韩国学生在HSK动态作文语料库中常出现的语序错误进行分析。研究更有针对性，希望系统地总结出韩国学生学习汉语易犯的语序错误。
本文对HSK动态语料库中的韩国学生状语语序偏误进行了分析，运用偏误分析的方法，归纳了偏误的种类，并且对产生的原因进行了分析。
希望研究成果能帮助汉语教师在以后的教学中更加有针对性地进行教学辅导，为韩国学生减少学习汉语状语语序的障碍。帮助他们了解汉语状语的语序规律，熟悉常出现的状语语序偏误，了解出现偏误的原因，并给出了解决办法。希望能更有针对性地指导韩国学生更有效率地学习汉语状语语序。
As China grows stronger, the number of people learning Chinese has more and more.Because the Chinese lack of rich, number, case changes, mainly rely on word order andfunction words as a means of grammar, so the word order in Chinese grammar is veryimportant. In the dynamic HSK corpus search found in Korean students about Chineseadverbial word order sentence not only the amount is large, and the question, is a difficultlearning. On the South Korean students learning Chinese error analysis is very much, but onthe adverbial's word order error analysis rarely.
In this paper the wrong word order in Chinese itself the formation mechanism andrelevant Chinese word order issues discussed, but based on word order in Chinese as a secondlanguage in the acquisition process errors, select the nationality of Korean students in theHSK dynamic composition corpus often appear in word order error analysis. Study of moretargeted, hope to summarize the Korean students learning Chinese word order errors easilycommitted.
Based on the HSK dynamic corpus in Korean students adverbial word order errors wereanalyzed, using error analysis method, summarizes the types of errors, and the causes areanalyzed.
Hope that research results can help the Chinese teachers in teaching in the future moretarget-oriented teaching for Korean students learning Chinese, reducing the adverbial's wordorder disorder. To help them understand the Chinese adverbial word order of adverbial,familiar with frequent word order errors, to understand the reasons of the errors, and gives thesolution, hoping to more targeted guidance of Korean students learning Chinese adverbialorders more efficiently.
引文
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[2]崔亚丽.泰国学生汉语习得中状语语序偏误研究[D].山东大学硕士论文,2010.
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[4]范晓.关于汉语的语序问题（一）[J].汉语学习,2001.
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[7]候友兰.韩国学生书面语语序偏误分析——以中级汉语水平学生偏误为例[J].绍兴文理学院学报,2008.
[8]江河.对韩汉教中偏正结构的语序问题[D].中南大学硕士论文,2007.
[9]金立鑫.成分的定位和状语的顺序[J].汉语学习,1988.
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[12]刘月华.状语的分类和多项状语的语序[J].语法研究和探索,1983
[13]潘国英.现代汉语状语语序研究[D].华东师范大学博士学位论文，2010.
[14]潘氏霞.汉越语状语语序的对比研究[D].广西师范大学硕士论文,2007.
[15]唐燕飞.越南学生习得汉语状语的偏误分析[D].广西民族大学硕士论文,2007.
[16]王会云.初级阶段韩国留学生使用汉语副词的偏误分析[D].辽宁师范大学硕士论文,2005.
[17]王琳.现代汉语状语语序研究[D].华中科技大学硕士论文,2007.
[18]王丽娟.从亚非留学生看汉语谓语前多项状语同现次序[D].广西大学硕士学位论文,2006.
[19]吴成焕.韩国留学生习得汉语介词偏误分析[D].吉林大学硕士论文,2005.
[20]邢福义.汉语语法学[M].长春:东北师范大学出版社,1996.
[21]袁毓林.多项副词共现的语序原则及其认知解释[A].语言学论丛（第二十六辑）.北京：商务印书馆，2002.
[22]朱德熙.定语和状语[M].上海:上海教育出版社,1984.
[23]朱瑞花.巴西学生汉语语序习得偏误分析[D].陕西师范大学硕士论文,2011.
[24]赵淑丽.基于_HSK动态作文语料库_的日本留学生汉语多项状语的偏误分析[D].北京语言大学硕士论文,2011.
[25]周小兵.谓语前介词结构的同现次序[J].语法研究和探索（七）.北京:北京大学出版社.1995.
[2]崔亚丽.泰国学生汉语习得中状语语序偏误研究[D].山东大学硕士论文,2010.
[3]丁树生.现代汉语语法讲话[M].北京:商务印书,1961.
[4]范晓.关于汉语的语序问题（一）[J].汉语学习,2001.
[5]黄伯荣、廖序东.现代汉语（增订二版）[M].北京:高等教育出版社,1991
[6]黄河.常用副词共现时的顺序[J].汉语学习,1998.
[7]候友兰.韩国学生书面语语序偏误分析——以中级汉语水平学生偏误为例[J].绍兴文理学院学报,2008.
[8]江河.对韩汉教中偏正结构的语序问题[D].中南大学硕士论文,2007.
[9]金立鑫.成分的定位和状语的顺序[J].汉语学习,1988.
[10]陆丙甫.核心推导语法[M]，上海:上海教育出版社,1993.
[11]鲁健骥.外国人学汉语的语法偏误分析[J].语文教育与研究,1994.4.
[12]刘月华.状语的分类和多项状语的语序[J].语法研究和探索,1983
[13]潘国英.现代汉语状语语序研究[D].华东师范大学博士学位论文，2010.
[14]潘氏霞.汉越语状语语序的对比研究[D].广西师范大学硕士论文,2007.
[15]唐燕飞.越南学生习得汉语状语的偏误分析[D].广西民族大学硕士论文,2007.
[16]王会云.初级阶段韩国留学生使用汉语副词的偏误分析[D].辽宁师范大学硕士论文,2005.
[17]王琳.现代汉语状语语序研究[D].华中科技大学硕士论文,2007.
[18]王丽娟.从亚非留学生看汉语谓语前多项状语同现次序[D].广西大学硕士学位论文,2006.
[19]吴成焕.韩国留学生习得汉语介词偏误分析[D].吉林大学硕士论文,2005.
[20]邢福义.汉语语法学[M].长春:东北师范大学出版社,1996.
[21]袁毓林.多项副词共现的语序原则及其认知解释[A].语言学论丛（第二十六辑）.北京：商务印书馆，2002.
[22]朱德熙.定语和状语[M].上海:上海教育出版社,1984.
[23]朱瑞花.巴西学生汉语语序习得偏误分析[D].陕西师范大学硕士论文,2011.
[24]赵淑丽.基于_HSK动态作文语料库_的日本留学生汉语多项状语的偏误分析[D].北京语言大学硕士论文,2011.
[25]周小兵.谓语前介词结构的同现次序[J].语法研究和探索（七）.北京:北京大学出版社.1995.