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  本文關(guān)鍵詞： 日語學(xué)習(xí)者 擬聲擬態(tài)詞 使用狀況 誤用　出處：《西安工業(yè)大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：本文是關(guān)于中國日語學(xué)習(xí)者對擬聲擬態(tài)詞的使用狀況的調(diào)查研究。本研究在先行研究的基礎(chǔ)上,以日語教育中的使用頻率最高的擬聲擬態(tài)詞為調(diào)查對象,利用語料庫調(diào)查和測試調(diào)查的研究方法對學(xué)習(xí)者的擬聲擬態(tài)詞使用狀況展開調(diào)查。并且,在對學(xué)習(xí)者擬聲擬態(tài)詞使用現(xiàn)狀考察的基礎(chǔ)上,為了探究學(xué)習(xí)者在擬聲擬態(tài)詞習(xí)得中的所出現(xiàn)問題的原因又進行了問卷調(diào)查,針對這些問題點提出了相關(guān)的習(xí)得對策。考察結(jié)果如下。首先,語料庫的考察結(jié)果中,學(xué)習(xí)者的擬聲擬態(tài)詞使用狀況方面,誤用率并沒有隨著年級的升高而下降。由這一結(jié)果可知,擬聲擬態(tài)詞這一類詞是非常難習(xí)得的。另外,測試結(jié)果中,被調(diào)查學(xué)習(xí)者的擬聲擬態(tài)詞的整體誤用率高,使用頻率高的前22個擬聲擬態(tài)詞中,即使是日語能力水平為N1學(xué)習(xí)者也有近一半沒有習(xí)得。而且,在不同日語能力水平學(xué)習(xí)者的使用狀況考察中,雖然日語能力水平提高了,但是,N1和N2的學(xué)習(xí)者之間的誤用率并沒有出現(xiàn)大幅度下降。再次證明了擬聲擬態(tài)詞是學(xué)習(xí)者的習(xí)得難點。其次,語料庫中所使用擬聲擬態(tài)詞,從意義特征上來看,語料庫中收集的擬聲擬態(tài)詞大部分為表示"人的動作或狀態(tài)"的詞,其次為表示"人的心情或感覺"的詞。而誤用率最高的為表示"人的心情或感覺"的詞。另外對誤用例句進行了詳細(xì)的分類考察。把誤用例句從表記錯誤,意思錯誤,語法錯誤進行分類分析。其中結(jié)果顯示,學(xué)習(xí)者的誤用主要集中在意思錯誤這一類。從這一分析結(jié)果可知,擬聲擬態(tài)詞意思的理解和記憶等是學(xué)習(xí)者的學(xué)習(xí)難點。這跟擬聲擬態(tài)詞詞匯性強,規(guī)律性少這一特征有關(guān)。最后,在語料庫和測試調(diào)查的結(jié)果基礎(chǔ)上,進行了問卷調(diào)查,探究了學(xué)習(xí)者擬聲擬態(tài)詞習(xí)得狀況出現(xiàn)的原因,并提出了相應(yīng)的改善對策。具體來說,影響學(xué)習(xí)者擬聲擬態(tài)詞使用狀況的主要原因有對擬聲擬態(tài)詞重要性認(rèn)識不足,擬聲擬態(tài)詞的難以掌握,教科書的引介不全面等。針對這些問題,本文提出了提高教師和學(xué)習(xí)者對擬聲擬態(tài)詞重要性的認(rèn)識,從低年級導(dǎo)入擬聲擬態(tài)詞的學(xué)習(xí),重視系統(tǒng)學(xué)習(xí),講求有效的學(xué)習(xí)方法等四種學(xué)習(xí)策略。
[Abstract]:This paper is a survey of the use of onomatopoeia by Chinese Japanese learners. Based on the previous research, the most frequently used onomatopoeia in Japanese education is investigated. The present situation of the use of onomatopoeia in learners was investigated by means of corpus investigation and test survey, and the current situation of the use of onomatopoeia words was investigated on the basis of a survey of the current situation of the use of onomatopoeia words. In order to explore the causes of the problems in the acquisition of onomatopoeia, a questionnaire survey was conducted, and some relevant acquisition strategies were proposed. The results are as follows. In terms of the use of onomatopoeia in learners, the misuse rate does not decrease with the increase of grade. From this result, we can see that onomatopoeia is very difficult to learn. In addition, in the test results, Among the first 22 onomatopoeia words with high frequency of use, almost half of the first 22 onomatopoeia words with Japanese proficiency level N1 were not learned. In a survey of the use of Japanese language learners at different proficiency levels, although the level of Japanese proficiency has improved, However, there is no significant decrease in the rate of misuse between the learners of N _ 1 and N _ 2, which proves once again that onomatopoeia is a difficulty for learners to acquire. Secondly, the onomatopoeia used in the corpus, from the point of view of the meaning characteristics, is the key to the acquisition of onomatopoeia. The majority of onomatopoeia words collected in the corpus are words that indicate "human action or state". The second is the word "person's mood or feeling", while the one with the highest misuse rate is the word "person's mood or feeling". In addition, a detailed classification of the misused example sentence is made. Grammatical errors are classified and analyzed. The results show that learners' misuse is mainly concentrated in the category of meaning errors. Understanding and memorizing the meaning of onomatopoeia words are the learning difficulties of learners. This is related to the strong lexical character and lack of regularity of onomatopoeia words. Finally, a questionnaire survey is conducted on the basis of corpus and test results. This paper probes into the reasons for learners' acquisition of onomatopoeia, and puts forward corresponding improvement measures. Specifically, the main reasons that affect learners' use of onomatopoeia are lack of understanding of the importance of onomatopoeia. It is difficult to master onomatopoeia words, and the introduction of textbooks is not comprehensive. In view of these problems, this paper proposes to improve teachers' and learners' understanding of the importance of onomatopoeia words, to introduce the study of onomatopoeia words from the lower grade, and to attach importance to systematic learning. Emphasis on effective learning methods and other four learning strategies.
【學(xué)位授予單位】：西安工業(yè)大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：H36

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本文編號：1551164