談韓生在使用漢語結果補語時經常發生的謬誤－－兼談韓語對應於漢語結果補語的用法

Korean Students' Frequent Errors on Learning the Result-complement of Chinese and the Contrastive Analysis of the Result-complement Usages in Chinese and Korean Grammar

述補結構的靈活性和語義表達的多樣性實在是既讓漢語老師感到難教，也讓外國學生感到難學。韓語裏沒有與漢語補語相對應的句法結構，因此韓國學生對補語的形式和意義較為生疏，學習漢語補語困難較多，偏誤也較多。本文所研究的補語限於結果補語，因為本人在給韓國學生講授漢語的過程中，通過跟學生對話、批改他們的作文和試卷，發現結果補語的偏誤出現的頻率高於其他補語。同時結果補語是漢語中適用範圍非常廣，使用頻率特別高，在對外漢語教材中一般出現在初級階段的語法，可以說是學習可能補語、把字句、被字句等較難語法的前提和基礎，是留學生在初級階段中必須掌握的重要語法點，因此，較有研究的意義。本文針對韓國學生學習結果補語時出現的偏誤問題進行分析。通過探索偏誤的具體情況，分析造成偏誤的原因，以期有助於預測、糾正韓國學生使用補語時產生的偏誤。此外通過研究與漢語結果補語對應的韓語成分，提出教學建議，也有利於提高對外漢語教育工作者的教學效率得到提高。

The V＋C (Resultative Complements) structure often carries with extremely complex and diverse expressions of meanings which is hard for those teachers engaging in teaching Chinese as second language in Korea, not to mention for Korean students. In Korean language, there is no phrase that may correspond to the complements of Chinese language. Therefore, Korean students have difficulties in acquiring the concept and often commit errors. In this paper, only the resultative complements will be studied. This is attributable to the fact that compared to other complement structures the current researcher has most frequently encountered errors of resultative complements in correcting student's essays and communicating with them in the process of teaching Korean students. Furthermore, the resultative complements have an extremely broad scope of applications in Chinese and it has a significantly high frequency of usage and it appears in the grammar of the learning materials of Chinese language for foreigner beginning learners. In addition, while learning the possible complements, Ba-construction, Bei-construction and other relatively difficult grammar is prerequisite, it is of high value to study the resultative complements which is an essential grammar to learn for foreign beginners. The main context is to analyze errors committed by Korean students in learning the resultative complements. By analyzing the reasons and detailed situations in committing errors, potential errors in using the complements by Korean students can be avoided. In addition, by analyzing the elements in Korean which are corresponding to the resultative complements of Chinese language, the methods for teaching Chinese in a more efficient way are also proposed.