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학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
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For the past two decades, there have been an increasingly vast number of Koreans learning Mandarin, subsequent to the widespread and intensive exchanges between China and Korea in various aspects such as politics, economyand cultures. As linguistic systems and social conventions differ between two cultures, Korean students will demonstrate learning biases while studying Mandarin. Undoubtedly, research on bias patterns among Korean learners will be inductive to enhance their Mandarin proficiency and contribute valuable findings in the field of learning Mandarin as a foreign language. Indeed, it is acknowledged that in teaching practice, Korean learners’ biases on mental verbs are significant and worthy of note. Based on theexisting studies, this dissertation aims to analyze the internal causes of Korean learners’biases on mental verbs; by means of teaching practice, research questionnaire, and logic reasoning, this research will propose possible solutions to address the issue. In previous literature review, no substantial research on Mandarin mental verb biases has yet been elaborated. Among a few, LiuBo proposed an initial research in 2008, summarizing three frequent patterns of Korean learners’ biases on mental verbs ? omissions, mis-additions and misuse (overuse). According to Liu Bo, the phenomenon of misuse(overuse) is the most common. Also, by analyzing the misuse phenomenon of mental verbs, Liu found that mental verbs with the closest meanings will be easily misused, with a high percentage of 70%. Liu’s research helped elucidate the high possibility of biases on mental verbs for Korean learners. Departing from Liu’s research, this dissertation undertook a confirmative analysis whose findings corresponded to Liu’s. Then, a questionnaire based on cognitive mental verbs was designed and administered to 50 subjects chosen from Mandarin learning students in three universities in Korea. After the data were collected, computed and analyzed, the dissertation identified problems and reasons for the biases, implemented comparative analysis on linguistic differences,and proposed possible pedagogical solutions accessible and adequate for Korean learners.
목차
1、問題之提出
2、問卷設計與調?
3、偏誤原因探討
4、方案：解決心理動詞偏誤現象的?學建議
?考文?
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UCI(KEPA) : I410-ECN-0101-2014-910-000577642