發(fā)布時間：2018-04-01 02:28

  本文選題：對外漢語　切入點：日語母語者　出處：《北京外國語大學》2017年碩士論文

【摘要】：受歷史和文化的影響,漢語和日語中大量存在著書寫形式相同或相近的詞語。這些同形詞中的一部分在漢日兩種語言中的意義相同、相近或相關,為日語母語者的漢語學習帶來了極大的助力,但還有一部分同形詞在漢日兩種語言中雖然有意義上的聯(lián)系,但是在詞義適用范圍或詞語使用方法上存在差異,這種差異為學習者的漢語學習帶來了一些困擾。已有不少研究者關注到了日語母語者的漢日同形詞習得問題并取得了一定研究成果,但目前研究領域還存在一些需要注意的問題:(1)從研究成果總量上來看,與漢日同形詞習得相關的研究成果在漢語詞匯習得研究總體中所占的比重較低.(2)從研究方向上來看,目前的研究大量集中在偏誤研究領域,即整理并分析學習者語言產出中的系統(tǒng)性錯誤,而描述學習者詞匯習得過程的研究極少。本文以詞匯水平測試實驗為主要研究手段,將71名日語母語者按照其漢語熟練度水平分為三組,統(tǒng)計不同漢語熟練度水平的學習者回答涉及"同形近義詞"、"同形異義詞"、"語素相同詞"和"非同形詞"四類詞的題目的正確率情況,考察學習者對不同類型的同形詞及非同形詞的習得情況及習得情況與學習者漢語水平間的關系。在整理和分析已有的研究成果的基礎上,結合實驗數據,我們得出以下結論:(1)受母語遷移的影響,日語母語者對同形近義詞和同形異義詞的習得情況表現出較顯著的差異。具體表現為：具備初級熟練度水平的漢語學習者對同形近義詞的掌握情況已經達到較高水平;學習者對同形異義詞的習得情況與非同形詞相近,但二者仍存在差異。(2)受詞匯儲備總量和學習者認知資源的限制,與初級階段的學習者相比,達到中高級漢語水平的學習者對語素相同詞的掌握程度有顯著提升。從漢語習得的不同階段來看,學習者習得語素相同詞的情況與非同形詞相似,但總體來說,非同形詞與漢語水平間的相關性大于語素相同詞。(3)四類詞與學習者漢語水平之間的相關性從大到小的順序為:同形異義詞非同形詞同形近義詞語素相同詞。我們認為造成同形異義詞習得情況與漢語水平之間相關程度較高的主要原因為:a.教師和學習者對差異的關注。b.相同的字形使學習者可以在詞義辨析方面投入更多認知資源;而語素相同詞與漢語水平間的相關性較低是因為學習者對語素義及其與詞義關系的理解不僅受漢語水平的影響,還要受到學習者本人語素處理能力和習慣的影響。(4)四類詞與學習者漢語熟練度之間的回歸方程為:a.學習者熟練度與同形近義詞:Y=8.378+0.466Xb.學習者熟練度與同形異義詞:Y=7.439+0.714Xc.學習者熟練度與語素相同詞:Y=7.497+0.692Xd.學習者熟練度與非同形詞:Y=7.655+0.629X綜合上述實驗結果,我們從詞匯大綱和教材編寫、課堂教學、習得與測試研究三個角度對漢日同形詞的教學實踐和習得研究提出了一些建議。面向日語母語者的對外漢語詞匯教學應當在探索同形詞習得規(guī)律和了解日本學習者學習需求的基礎上不斷改進教學內容和教學方法。
[Abstract]:Influence of history and culture, there are a lot of Chinese and Japanese in a written form of the same or similar words. Some of these homographs in Chinese and Japanese two languages in the same meaning, similar or related to Japanese native speakers of Chinese learning brought great power, but there is a part of the same shape two words in Chinese and Japanese languages although there is a sense of touch, but in the word scope or words using the method of difference, the difference of Chinese learning for learners poses some problems. Many researchers have paid attention to the Japanese native speakers thehomographs acquisition problems and made some research but the current research results, there are still some problems that need attention: (1) the research results from the point of view of the total, and thehomographs acquisition related research results in the proportion of Chinese vocabulary acquisition research in low total . (2) research from the point of view, the current study focus on bias field, namely collation and analysis of language learning system output error, and describes the research process of learner's vocabulary acquisition is very few. Based on the word level test experiment as the main research method, 71 Japanese native speakers in accordance with the Chinese proficiency level divided into three groups, statistically different Chinese proficiency level learners to answer "isomorph synonyms", "homonym", "the same morpheme words" and "non homographs" four word title correct rate, examines the learner on different types of the same words and non homograph acquisition and acquisition and learning Chinese level. In the basis of the collation and analysis of existing research results, combined with the experimental data, we draw the following conclusions: (1) the influence of mother tongue, Japanese native speakers of the same shape The acquisition of synonyms and homonyms showed significant difference. The specific performance: with primary proficiency learners of isomorph synonyms grasp the situation has reached a higher level; the acquisition of homonymy learners and non homographs are close, but there are still two difference. (2) by the total reserves and vocabulary learners' cognitive resource constraints, compared with the primary stage of learning, has significantly improved the master degree to the senior level of Chinese learners of the same morpheme words. From the different stages of Chinese language acquisition, learners acquire the same morphemes words and non similar words, but generally speaking, non related homograph and Chinese level was greater than the same morpheme words. (3) the order of correlation between the four kinds of words and the level of Chinese learners from large to small: homographs homographs with non The same shape synonyms morpheme words. We believe that the main reason between homonyms and acquisition of Chinese level is related to a higher degree of A.: teachers and learners of different attention.B. the same shape so that learners can put more cognitive resources in the word discrimination; and the low correlation between the same morpheme words and Chinese level because of the influence of learners on the morpheme meaning and word meaning and the understanding of the relationship between not only by the level of Chinese language, but also by the effect of learners' processing ability and I morpheme habits. (4) four kinds of words and learners of Chinese proficiency between the regression equation: A. learner proficiency and isomorph synonyms: Y=8.378+0.466Xb. study their proficiency and homographs: proficiency Y=7.439+0.714Xc. learners with the same morphemes words: Y=7.497+0.692Xd. learners' proficiency and non homographs: Y=7.655+0.629X on the Experimental results, we prepared from the vocabulary syllabus and textbooks in classroom teaching, three aspects of acquisition and testing research of homographs teaching practice and acquisition research and put forward some suggestions. Should continuously improve the teaching content and teaching methods of basic homograph acquisition rules and understand Japanese learners explore in foreign demand Chinese vocabulary teaching for Japanese native speakers.

【學位授予單位】：北京外國語大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：H195.3

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本文編號：1693591