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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TheAnalysisofCognitivePsychologyandLearningstrategiesInSouthKoreanstudentssayingidioms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月吉林师范大学硕士学位论文吉林师范大学硕士学位论文吉林师范大学硕士学位论文吉林师范大学硕士学位论文I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；学习策略吉林师范大学硕士学位论文IIAbstractWiththecomprehensivenationalstrength,theroleplayedbyChinaintheinternationalarenaincreasinglyhugeinternationalstatusofChinesearealsoincreasinglyvalued.Inrecentyears,demandhasgrownrapidlylearningChineseathomeandabroad,domesticsettingsuniversityforeignlanguagecoursesandinstitutionsspecializingintherapidincreaseinforeignlanguage,atthesametime,foreignlanguageteachingprofessioncoursesforforeignstudentslearnedmoreandmoreprofessionallevelrequirementshigh,SayingsteachinggraduallybecomethefocusofteachingChinesevocabulary.SayingsoccupyVocabularyTeachinginapivotalposition,andgraduallyenrichrelatedresearch,theincreasingpopularityofapplications.FactshaveprovedthattheroleSayingsteachingstudentsdailyoralandwrittencommunicationinwritingshouldnotbeunderestimated.Chinesestudentslearntosolveitfear,shynessthusreducingstudentstoincreasestudentcommunicativepractice,stimulatestudents'motivationandsohasaverysignificantrole.Inforeignlanguageteachingpractice,Sayingsbiasbiasaccountedfortheproportionoflarge,especiallyKoreanstudentsinthesayingsofbias.HowtotaptheunderlyingcausesofKoreanstudentsSayingsbias,howtoKoreanstudentsandteacherstolearnstrategiesanalyzedtheseissuesinforeignlanguageteachingprofessionisnotsufficient.Fortheabove,thisarticlewithalotofsayingsbiasliterature,combinedwiththequestionnaireandacertaingroupofforeignlanguageteachingclassroomobservation,SayingsofKoreanstudentstoanalyzeerrorsincognitivepsychologyandlearningstrategies.Introductionsectionintroducestheoriginsofwriting,followedbyelaborateresearchstatussayingsandteachinginmodernforeignlanguageteachinginChinese,andfinallyintroducesthepurposeandsignificanceofthetopic,researchideasandmethods.ThefirstchapteranalyzesthedesignofthequestionnaireandaKoreanstudentsSayingsbiasandpsychologicalfactors.Isdividedintofiveparts:namely,Sayingsgraspthesituation,classroomlearning,extra-curricularlearning,languagelearningcontextsandtheutilizationofentalanxietyconditions.吉林师范大学硕士学位论文IIIThesecondchapteranalyzesthecausesandcognitivepsychologySayingsbias.Whichcausesanegativebias,includingmigration,thetargetlanguagerulegeneralization,avoidancestrategies,lackSayingsowncomplexityandsupplementaryteachingmaterials.Incognitivepsychologyanalysisdescribesthecharacteristicsandcognitiveprocessesofcognitivebiasanalysis.ThethirdchapteristheanalysisofKoreanstudentslearningstrategiesSayingsbias.Includingstrategy,textbooksandsupplementaryaspectsofthestrategyandlearnersshouldhaveaspectsofteachinglearningstrategies.Keywords:Sayingidioms；CognitivePsychology；Learningstrategies吉林师范大学硕士学位论文V目录摘要................................................................IAbstract...............................................................II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............................