| 摘要: | 本論文的研究目的，是為了提升使用華語的臺灣學習者在接受韓語教育時，藉由詞語搭配使用來提升學習效率；而研究內容，則從語言學的句子結構中選擇飲食類、穿著類、居住類、移動類等四大領域。在選定韓語TOPIK I級基本詞彙後，用「動賓結構」的形式在詞語搭配做比較研究，透過韓國及臺灣的辭典來觀察詞彙的義項內容並討論韓語及華語詞彙之間的異同。最後羅列出學習者詞語搭配不當的使用並分析出原因，做為本次研究的重點核心。
名詞及動詞不僅在詞彙的數量或是句子結構中所出現頻率最高，而且句子結構中的「動賓結構」又容易形成穩定的詞組。雖然韓語及華語相互間的語序不同，讓兩者在「動賓結構」詞組中呈現出顛倒的情形；然而，透過「動賓結構」中的詞語搭配所形成的「固定詞組」型態下，屬黏著語的韓語及屬孤立語的華語，不因語序顛倒的詞組影響韓語及華語相互間的比較。
另外，我們不僅能觀察從詞與詞之間的基本詞義，更能從語義擴大及語義延伸來觀察各個詞語搭配結構的特性，並將詞義的對照分析結果，延伸至實際的韓語教學中。研究者誠心希望能藉此研究的彙整，讓更多在臺灣的韓語及華語教師瞭解詞語搭配的正確概念後，將其融入外語教學的授課方式中，認識詞語搭配的異同，減少詞語搭配的不當，以增強學習者的詞彙使用能力，進而提升其口說及寫作表達能力。
The purpose of this paper is to improve the learning efficiency of Mandarin Chinese-speaking Taiwanese learners when they get Korean language education. The research content is selected from the sentence structure of linguistics in four major fields: Food, Clothing, Housing, and Transport. After selecting the basic vocabulary of Korean TOPIK Level I, the author uses the "verb-object structure" to conduct comparative research on collocation, then observe the meaning and content of words through Korean and Taiwanese dictionaries, also discuss the similarities and differences between Korean and Mandarin-Chinese words. Finally, the improper use of word collocations by learners is listed and the reasons are analyzed, which is the focus of this study.
Nouns and verbs not only appear most frequently in the number of words or sentence structure, but also have relatively stable phrases in the "verb-object structure" of the sentence structure. Although the word order between Korean and Chinese is different, the sentence structure of the two is reversed. However, under the "fixed phrase" type formed by word combinations in the "verb-object structure", Korean, which is an agglutinative language, and Chinese, which is an isolating language, do not affect the comparison between Korean and Chinese due to phrases with reversed word order.
In other words, we can not only observe the basic meanings between words, but also observe the characteristics of how each verb (basic word) is combined with a noun (collocate) through semantic expansion and semantic extension. The author hopes that he comparative analysis results of word meanings can be extended to actual Korean teaching in the future. The author sincerely hopes that through the compilation of this research, more teachers who teach korean in Taiwan can understand the correct concept of Korean word collocation and integrate it into the teaching methods of Korean language teaching. Let the students understand the similarities and differences of word collocations and reduce inappropriate word collocations to enhance learners' vocabulary usage abilities and thereby improve their oral and writing expression abilities. |
