모국어 전이 현상 연구

Abstract

Among the four basic skills of listening, speaking, reading and writing in Chinese learning, writing is considered to be the most complicated and difficult skill to master. The complexity of Chinese writing has made Korean students' Chinese writing often plagued by mistakes. Among the many factors that lead to errors, mother tongue transfer has attracted more and more attention in recent years. Due to the interference of negative mother tongue transfer, students are unable to use the Chinese knowledge they have learned to write Chinese correctly. Among the existing research results, the influence mechanism and solutions of negative mother tongue transfer are analyzed from a theoretical perspective. This thesis mainly adopts the theory of bias analysis, mainly taking the Chinese composition of Jeju Foreign Language High School students as the research object and combining the dynamic composition corpus of Beijing Language University to explore the types and causes of Korean students' errors in Chinese composition, revealing the negative transfer of mother tongue to students. This paper seeks to identify the influence of Chinese writing with purpose of reducing and overcoming the influence of negative mother tongue transfer on students' Chinese writing and putting forward teaching strategies to develop students' Chinese writing ability. Through the analysis of the bias caused by the factors of mother tongue transfer in the Chinese composition of the students, the paper finds that the existence of a large number of homographs in Korean is easy to lead to errors in the part of speech, meaning, collocation, and style. The grammatical aspects of the bias caused by the nature of mother tongue transfer are unbalanced: prepositions with high bias rate ('对', '给', '从', '在'), adverb ('还', '再', '又', '都'), auxiliary words ('了') and word order were discussed. From the perspective of comparative analysis, this paper analyzes the reasons for the negative mother tongue transfer in Korean Chinese essays. The vocabulary used is mainly the characteristics of the students' native Korean language, the intersection of mother tongue and target language, the interpretation of reference books, and coinciding grammar aspects of Chinese and Korean. The correspondence of language grammar items is inconsistent. In particular, Korean adverbial auxiliary words are more widely distributed than Chinese-related grammar items. They are widely distributed, have wider grammatical meaning, and are frequently used, causing students' essays to be prone to errors. Unmarked items that are usually untagged to Korean are more likely to migrate than marked items. At the end of the thesis, the author discusses how to use the role of mother tongue transfer to avoid disadvantages and improve the Chinese writing level of high school students. The paper proposes to correctly understand the phenomenon of mother tongue transfer. In view of the current situation of negative mother tongue transfer in high school students' Chinese writing, we should make targeted solutions in Chinese teaching, including paying attention to the similarities between the Chinese and Korean languages, summing up the language bias and, in the usual classroom teaching, strengthening the combination of students' language input and language output, and establish a corpus of essay bias.