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在对外汉语教学中，“把”字句是一个习得难度较高的语法项目。语言类型即学生的母语背 景对“把”字句的习得有显著影响。近年来对“把”字句教学越来越重视基于对比分析和习得研 究，“把”字句研究也从泛母语背景者逐渐发展为特定母语背景者在特定学习阶段的习得考察。韩 国语属阿尔泰语系，是黏着语；而汉语属汉藏语系，是孤立语，两者差别较大。韩国语把汉语的深 层语义关系用表层句法关系来表达，不同语义类型及语义指向的差异直接影响它在韩国语中的对应 关系。不同语义类型的“把”后宾语在韩国语中存在比较整齐的对应形式。但韩国留学生在“把” 字句习得过程中，努力寻求所学句型与母语相似的模式，不恰当地类比推理，形成“把”字句与母 语中宾格形式等同的假设，导致偏误句的出现。本文试从“把”后宾语NP的语义类型及其在韩国语 的对应形式将“把”字句分为四类，并结合各类“把”字句的谓语语义指向及其在韩国语中的表达 方式探讨各类“把”字句的教学方法。
In the teaching of Chinese as a foreign language, Ba-construction is a difficult grammar items. In the study of Chinese ontology, there are quite a few articles on Ba-construction, and the study of Ba-construction in Chinese as a foreign language teaching has also achieved remarkable results. In recent years, more and more attention has been paid to the teaching of Ba-construction and based on contrastive analysis or language acquisition research. The study of Ba-construction is gradually developed from the background of the cross-linguistic to the background of specific native language . The students' mother tongue has a great influence on Ba-construction learning. Korean is an Altaic language and Chinese is a Sino-Tibetan language. There is a big difference between the two languages. The deep semantic relations of Chinese language are expressed by superficial syntactic relations of Korean language, and The differences between different semantic types and semantic orientations directly affect its correspondence in Korean language. The Ba-construction with different Semantic type have neat corresponding forms in Korean. However, Korean students try to find the similarity between the sentence pattern and native language in the process of Ba-construction acquisition, so make a lot of error sentences. This paper tries to classify Ba-construction into four categories from the perspective of semantic type and the corresponding characteristics of Korean, and discusses the teaching methods of Ba-construction for korean students.
