敎學視角下的“就”的用法分類硏究— 以韩国汉语学习者为对象 —

Abstract

汉语中的“就” 因其义项繁多，使用频率高，一直是汉语学习者和教学者眼中的难点。虽然在本体语法领域，对“就”的研究已经相当透彻和全面，但其成果却不太适合运用到实际对外汉语教学中来。本文站在汉语教学的角度，结合韩国汉语学习者和教学者的需求，对“就”的本体研究成果进行了梳理和取舍，整理出一套对韩国学习者来说相对比较容易理解和记忆的“就”的义项分类方法，尤其是对各用法的判断依据作了较为详细的对比和说明。

“就” in Chinese has always been a difficult point in the eyes of Chinese language learners and educators because of its many meanings and high frequency of use. Although in the field of ontology grammar, the research on “就” has been quite thorough and comprehensive, the results are not suitable for practical Chinese teaching. This paper, from the perspective of Chinese teaching, combines the needs of Chinese learners and educators, and sorts out the results of the ontology research of “就”, and sorts out a set of meaning classification methods that are relatively easy to understand and memorize and a basis for judging each usage are compiled.