基于“构式–语块”理论的对韩汉语教学存现句重难点和偏误研究
A Research on the Difficulties and Biases of Existential Sentence in Teaching Chinese for Korean Students Based on the Theory of “Construct-Chunk”

近年来，汉语国际教学不断发展，针对不同国别的汉语教学是减少母语负迁移造成偏误的一种重要方法，因此国别化教学也成为了汉语国际教学的研究热点之一。韩国学生在实际掌握时，对于汉语存现句这一重点的习得情况并不理想，偏误较多，这是由于汉语与韩语在认知和表达上存在一定的差异。本文根据文献和语料库数据，分析以韩语为母语背景下的学生在习得汉语存现句时易产生的误加、遗漏、错序等偏误，综合韩语母语负迁移以及存现句本身区别于其他汉语句式特点等原因，结合“构式–语块”理论确定存现句的教学重点和难点，研究针对韩国学生的汉语存现句教学策略，以期提高汉语存现句的教学效率。
With the constant development of international Chinese teaching, Chinese teachers should adopt different methods in different countries which will reduce the bias caused by a negative transfer of native language. Therefore, country-specific teaching has become one of the research topics in international Chinese teaching. The acquisition condition of Korean students failed to achieve the expected level in the aspect of existential sentence structure. They generally made some mistakes arising from the difference of cognition and expression between Chinese and Korean. This paper will analyze the incorrect addition, omissions, and misplacement in the learning process of existential sentences for Korean-speaking students according to literature and corpus data. Then it will adopt the construction-chunk approach to find the teaching focus and difficulty of the existential sentence according to the negative transfer of the Korean native language and the unique characteristics of Chinese existential sentence, and improve the teaching efficiency of Chinese existential sentences through the research on teaching strategies of Chinese existential sentences for Korean students on basis of the analysis above.