本文選題：漢日同形詞　切入點(diǎn)：偏誤分析　出處：《青島大學(xué)》2017年碩士論文　論文類(lèi)型：學(xué)位論文

【摘要】：不同語(yǔ)言的詞匯系統(tǒng)中,有大量基本對(duì)應(yīng)的詞語(yǔ)存在,但是,并非所有的對(duì)應(yīng)詞語(yǔ)都完全相等,這就需要認(rèn)真地加以對(duì)比,以避免負(fù)遷移現(xiàn)象的發(fā)生,在教學(xué)過(guò)程中也更應(yīng)予以高度重視,充分利用其優(yōu)勢(shì)并避免其不利。漢語(yǔ)與日語(yǔ)同屬于漢字文化圈,兩國(guó)在語(yǔ)言上有很深的淵源,雙方都在不斷的學(xué)習(xí),日語(yǔ)里至今仍保留著漢字,很多詞語(yǔ)跟漢語(yǔ)都有些聯(lián)系,漢日同形詞在對(duì)日漢語(yǔ)教學(xué)中應(yīng)得到足夠重視。漢日同形詞給日本的漢語(yǔ)學(xué)習(xí)者帶來(lái)方便的同時(shí),也帶來(lái)了很多困難。特別是漢日同形詞引起“望文生義”的偏誤。因此,研究漢日同形詞的問(wèn)題對(duì)對(duì)日漢語(yǔ)教學(xué)很有意義。本論文主要采用偏誤分析、對(duì)比分析等研究方法對(duì)漢日同形詞的類(lèi)型、漢日同形詞的偏誤類(lèi)型以及漢日同形詞偏誤產(chǎn)生原因等方面進(jìn)行研究。同時(shí)在對(duì)偏誤進(jìn)行分析的基礎(chǔ)上,也適當(dāng)?shù)亟Y(jié)合教學(xué),提出相應(yīng)的教學(xué)策略。本文將漢日同形詞分為同形同義詞、同形異義詞、同形近義詞三類(lèi)。以《發(fā)展?jié)h語(yǔ)》綜合課本中的詞匯為依托,從“北京語(yǔ)言大學(xué)HSK動(dòng)態(tài)作文語(yǔ)料庫(kù)”和“暨南大學(xué)留學(xué)生書(shū)面語(yǔ)語(yǔ)料庫(kù)”中搜集偏誤語(yǔ)料并對(duì)其進(jìn)行綜合統(tǒng)計(jì)和分析。本論文首先將偏誤句分為同形同義詞偏誤句、同形異義詞偏誤句、同形近義詞偏誤句;其次按照偏誤類(lèi)型,劃分為詞義偏誤、詞性偏誤、搭配偏誤及語(yǔ)用偏誤。本文根據(jù)統(tǒng)計(jì)和分析結(jié)果,意在總結(jié)偏誤原因,提出教學(xué)對(duì)策。本論文主要從語(yǔ)言、教學(xué)及習(xí)得三方面總結(jié)偏誤原因,語(yǔ)音影響、近義詞干擾、母語(yǔ)負(fù)遷移及教師的教學(xué)和工具書(shū)等問(wèn)題都會(huì)造成漢日同形詞的偏誤。在此基礎(chǔ)上,也從教師、教材及學(xué)習(xí)者本身等多角度提出了可行性的教學(xué)建議及對(duì)策。在針對(duì)日籍學(xué)生詞匯教學(xué)和同形詞辨析過(guò)程中要明確教學(xué)重難點(diǎn),要多角度全方面的去剖析和比較漢日同形詞,使學(xué)習(xí)者對(duì)同形詞的掌握上升到理性階段,從而提高學(xué)習(xí)效率。
[Abstract]:In the lexical system of different languages, there are a large number of basic corresponding words, but not all the corresponding words are completely equal, which requires careful comparison in order to avoid the phenomenon of negative transfer. In the process of teaching, we should pay more attention to it, make full use of its advantages and avoid its disadvantages. Both Chinese and Japanese belong to the cultural circle of Chinese characters. The two countries have deep language roots, and both sides are constantly learning. Chinese characters are still kept in Japanese, and many words have some connection with Chinese. Chinese and Japanese homographs should be paid enough attention to in the teaching of Japanese Chinese. At the same time, Chinese and Japanese homographs bring convenience to Chinese learners in Japan. It also brings a lot of difficulties. Especially, the homographs between Chinese and Japanese have caused the errors of "the meaning of literature". Therefore, it is of great significance to study the Chinese and Japanese homographs in the teaching of Chinese. This paper mainly adopts the error analysis. Comparative analysis and other research methods are used to study the types of homographs in Chinese and Japanese, the types of errors in Chinese and Japanese homographs, and the causes of errors in Chinese and Japanese homographs. At the same time, on the basis of the analysis of errors, they are also properly combined with teaching. In this paper, the Chinese and Japanese homographs are divided into three categories: synonyms, synonyms, synonyms and synonyms. The errors are collected from the HSK dynamic composition Corpus of Beijing language and language University and the written language Corpus of Jinan University. According to the types of errors, they are divided into three categories: semantic errors, lexical errors, collocation errors and pragmatic errors. According to the results of statistics and analysis, this paper aims to summarize the causes of errors. This paper summarizes the causes of errors, phonetic effects, and synonyms interference from three aspects: language, teaching and acquisition. The negative transfer of mother tongue and teachers' teaching and reference books will cause errors in homographs between Chinese and Japanese. The teaching materials and learners themselves have put forward feasible teaching suggestions and countermeasures. In view of Japanese students' vocabulary teaching and homographs discrimination, it is necessary to make clear the difficulties in teaching, to analyze and compare Chinese and Japanese homographs from many angles and all aspects. So that learners' mastery of homographs can be raised to rational stage, thus improving their learning efficiency.
【學(xué)位授予單位】：青島大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：H195.3

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本文編號(hào)：1556889