《韩国留学生熟语偏误的认知心理及学习策略分析论文.doc》由会员分享，可在线阅读，更多相关《韩国留学生熟语偏误的认知心理及学习策略分析论文.doc（56页珍藏版）》请在金锄头文库上搜索。
1、吉林师范大学硕士学位论文 学校代码：10203 研究生学号：1207172 分 类 号：H195 密 级： 无 硕士学位论文韩国留学生熟语偏误的认知心理及学习策略分析TheAnalysisofCognitivePsychology and Learning strategiesIn South Korean students saying idioms作者姓名：王婷婷指导教师：李秀云 教授学科专业：汉语国际教育 学位类型：专业学位硕士2014年6月编制的指导思想是以工程的“质量、进度、安全”为核心，在组织机构、施工措施、安全生产上进行了组织落实，本技术文件将作为今后指导施工生产的依据。该工程将
2、列为我公司昆山地区的重点工程，实行以合同工期为目标的项目法施工，全面履行工程合同，保竣工、保质量、保后期服务。摘 要随着综合国力的增强，中国在国际上发挥的作用愈发巨大，汉语的国际地位也愈发受到重视。近几年国内外学习汉语的需求增长迅速，国内设置对外汉语专业课程的大学和专门从事对外汉语的机构迅速增多，与此同时，对外汉语教学界对留学生所学课程的专业程度要求也越来越高，熟语教学逐渐成为汉语词汇教学的重点。熟语在对外汉语词汇教学中占据着举足轻重的地位，相关研究逐步丰富，应用逐渐普及。事实证明，熟语教学在留学生日常口语交际和书面写作中的作用不容小觑。它对解决学生汉语学习恐惧感，降低学生羞怯感从而增加学生交
3、际性操练，激发学生学习动机等方面有着十分显著的作用。在对外汉语教学实践中，熟语偏误在偏误中占的比例很大，尤其是韩国留学生在熟语中的偏误。如何挖掘韩国留学生熟语偏误的深层原因，又如何给韩国留学生及教师进行学习策略分析，这些问题在对外汉语教学界的研究还不充分。针对上述情况，本文以大量的熟语偏误文献研究为基础，结合调查问卷和一定的对外汉语小组教学课堂观察，对韩国留学生熟语偏误进行认知心理和学习策略的分析。绪论部分首先介绍写作的缘起，其次阐述熟语教学在现代汉语和对外汉语教学中的研究现状，再次介绍了熟语研究的成果及不足，最后介绍选题的目的与意义、研究思路与方法。第一章设计了一份韩国留学生熟语偏误及心理因
4、素的问卷调查及分析。分为五部分：分别是熟语掌握情况、课堂学习情况、课外学习情况、语言情境中运用情况和学习焦虑心理情况。第二章介绍了熟语偏误的成因及对偏误的认知心理分析。其中偏误的成因包括负迁移、目的语规则泛化、回避策略、熟语本身的复杂性和教材教辅材料不足。在认知心理分析中分析了偏误的认知特点及认知过程。第三章是韩国留学生熟语偏误的学习策略分析。其中包括教师教学方面的策略、教材教辅方面的策略和学习者应具备的学习策略。关键词：熟语偏误；认知心理；学习策略AbstractWith the comprehensive national strength , the role played by Chi
5、na in the international arena increasingly huge international status of Chinese are also increasingly valued. In recent years, demand has grown rapidly learning Chinese at home and abroad , domestic settings university foreign language courses and institutions specializing in the rapid increase in f
6、oreign language , at the same time , foreign language teaching profession courses for foreign students learned more and more professional level requirements high , Sayings teaching gradually become the focus of teaching Chinese vocabulary .Sayings occupy Vocabulary Teaching in a pivotal position , a
7、nd gradually enrich related research , the increasing popularity of applications . Facts have proved that the role Sayings teaching students daily oral and written communication in writing should not be underestimated . Chinese students learn to solve it fear , shyness thus reducing students to incr
8、ease student communicative practice , stimulate students motivation and so has a very significant role.In foreign language teaching practice, Sayings bias bias accounted for the proportion of large , especially Korean students in the sayings of bias. How to tap the underlying causes of Korean studen
9、ts Sayings bias , how to Korean students and teachers to learn strategies analyzed these issues in foreign language teaching profession is not sufficient.For the above, this article with a lot of sayings bias literature , combined with the questionnaire and a certain group of foreign language teachi
10、ng classroom observation , Sayings of Korean students to analyze errors in cognitive psychology and learning strategies.Introduction section introduces the origins of writing , followed by elaborate research status sayings and teaching in modern foreign language teaching in Chinese , and finally int
11、roduces the purpose and significance of the topic , research ideas and methods.The first chapter analyzes the design of the questionnaire and a Korean students Sayings bias and psychological factors. Is divided into five parts : namely, Sayings grasp the situation , classroom learning, extra-curricu
12、lar learning, language learning contexts and the utilization of ental anxiety conditions . The second chapter analyzes the causes and cognitive psychology Sayings bias . Which causes a negative bias , including migration, the target language rule generalization , avoidance strategies , lack Sayings
13、own complexity and supplementary teaching materials . In cognitive psychology analysis describes the characteristics and cognitive processes of cognitive bias analysis .The third chapter is the analysis of Korean students learning strategies Sayings bias . Including strategy, textbooks and supplemen
14、tary aspects of the strategy and learners should have aspects of teaching learning strategies .Key words: Saying idioms；Cognitive Psychology；Learning strategiesI目 录摘 要IAbstractII目 录V绪 论1一、现代汉语熟语研究现状2二、对外汉语熟语研究现状3三、熟语研究的成果及不足4四、熟语研究的目的与意义5五、熟语研究的思路与方法5第一章 韩国留学生熟语偏误及心理因素的问卷调查6第一节 调查对象、实施步骤及方法6第二节 韩国留学
15、生熟语偏误及心理因素调查7一、熟语掌握情况7二、课堂学习情况8三、语言情境中运用情况8四、课外学习情况9五、学习焦虑心理情况9第三节 调查结果及分析9第二章 熟语偏误的成因及认知心理分析12第一节 熟语偏误的成因12一、负迁移12二、目的语规则泛化13三、回避策略13四、熟语本身的复杂性14五、教材教辅材料不足15第二节 熟语偏误分析16一、语义色彩16二、感情色彩16三、语法色彩16四、语用色彩17第三节 偏误的认知特点及认知过程分析17一、认知特点17二、认知过程18三、认知模式19第四节 偏误的认知心理分析19一、留学生个体因素19二、环境和人际交往因素21第三章 韩国留学生熟语偏误的学习策略分析23第一节 教师教学方面的策略23一、重视文化内涵的讲解23二、重视语境设置24三、重视精讲精练24四、重视练习设置25第二节 教材教辅方面的策略25一、加强
