本文選題：漢日同形詞 + 偏誤分析　； 參考：《吉林大學(xué)》2011年碩士論文

【摘要】：中日兩國同屬漢字文化圈,因此存在著大量的同形漢字詞。漢日同形詞同中有異,異中有同。日本學(xué)習(xí)者學(xué)習(xí)漢語時,容易“顧名思義”、“望文生義”,借用母語策略泛化,受到母語負(fù)遷移影響,產(chǎn)生偏誤。因此,在對日漢語詞匯教學(xué)中,漢日同形詞的教學(xué)尤為重要。 本文將漢日同形詞分為同形同義詞、同形異義詞和同形近義詞。隨機抽取三類同形詞,從北京語言大學(xué)語料庫收集偏誤語料,并進行分類。然后,對偏誤句進行綜合統(tǒng)計和分析。根據(jù)統(tǒng)計結(jié)果和偏誤分析,總結(jié)偏誤原因,提出教學(xué)對策。首先,按照區(qū)分標(biāo)準(zhǔn)劃分為同形同義詞偏誤句、同形異義詞偏誤句及同形近義詞偏誤句;其次,將三類同形詞偏誤句按照偏誤類型,劃分為詞義偏誤、搭配偏誤、詞類偏誤及語用偏誤。在三類漢日同形詞偏誤句中,同形近義詞偏誤占偏誤總量比例最大;其次是同形同義詞偏誤;而同形異義詞偏誤所占比例最小。在偏誤類型的綜合統(tǒng)計中,詞義偏誤所占比例最大,達到60%;其次是搭配偏誤;再次是詞類偏誤;語用偏誤所占比例最小。 通過偏誤統(tǒng)計和分析,總結(jié)出偏誤產(chǎn)生的原因有母語負(fù)遷移影響、同音詞及近義詞影響、工具書影響和回避策略。尤其在母語負(fù)遷移影響下,日語母語者對同形近義詞的漢日不同意義掌握不準(zhǔn),以至直接套用母語的搭配、詞性、用法、色彩等,造成多方面的偏誤。在此基礎(chǔ)上,對削弱學(xué)習(xí)者母語負(fù)遷移意識、重視同音近義詞教學(xué)及預(yù)防偏誤,提出了具體的教學(xué)建議。在詞匯教學(xué)和同形詞辨析過程中,要明確教學(xué)重難點及弱點,不僅要從詞義入手,還要從詞性、詞的內(nèi)部結(jié)構(gòu)、使用情況等方面去判斷,把意義、語法功能及色彩聯(lián)系起來,全面剖析和比較,重點揭示其差別,使學(xué)習(xí)者對漢語的掌握從單純的記與背的感性階段上升到理解和認(rèn)識的理性階段,從而有效地防止母語負(fù)遷移現(xiàn)象的產(chǎn)生,提高學(xué)習(xí)效率。
[Abstract]:China and Japan belong to Chinese culture circle, so there are a lot of homotypic Chinese characters. Chinese and Japanese homonyms have differences in similarities and differences. When Japanese learners learn Chinese, it is easy to "as the name implies" and "to understand the meaning of the word", and to use the mother tongue strategy to generalize, which is influenced by the negative transfer of the mother tongue, resulting in errors. Therefore, the teaching of Chinese and Japanese homographs is particularly important in the teaching of Japanese Chinese vocabulary. In this paper, Chinese and Japanese homographs are divided into synonyms, synonyms and synonyms. Three homographs were randomly selected and collected from the corpus of Beijing language and language University. Then, the error sentence comprehensive statistics and analysis. According to the statistical results and error analysis, the causes of errors are summarized and teaching countermeasures are put forward. First of all, according to the differentiation criterion, it is divided into homomorphic synonym error sentence, homomorphic synonym error sentence and homomorphic synonym error sentence; secondly, three kinds of homographs error sentences are divided into synonym errors and collocation errors according to the type of errors. Part of speech errors and pragmatic errors. Among the three types of homographs in Chinese and Japanese synonyms errors account for the largest proportion of the total errors followed by synonym errors and homograph synonyms error the smallest proportion. In the comprehensive statistics of the types of errors, the proportion of word meaning errors is the largest, reaching 60%, followed by collocation errors; again, the category errors; pragmatic errors account for the least proportion. Through the statistics and analysis of errors, it is concluded that the causes of errors are the negative transfer of mother tongue, the influence of homonyms and synonyms, the influence of reference books and avoidance strategies. Especially under the influence of negative transfer of mother tongue, the native speakers of Japanese do not master the different meanings of homomorphic synonyms in Chinese and Japanese, and even directly apply the collocation, part of speech, usage, color and so on, which cause many errors. On this basis, some concrete teaching suggestions are put forward to weaken learners' consciousness of negative transfer of mother tongue, to pay attention to synonym teaching and to prevent errors. In the process of lexical teaching and homograph analysis, it is necessary to make clear the difficulties and weaknesses in teaching, not only from the aspects of word meaning, but also from the aspects of part of speech, internal structure and usage of words, so as to connect meaning, grammatical function and color. Through comprehensive analysis and comparison, the differences are revealed so that the learners' mastery of Chinese is raised from the simple perceptual stage of memorizing and reciting to the rational stage of understanding and understanding, thus effectively preventing the emergence of the phenomenon of negative transfer of mother tongue and improving the learning efficiency.
【學(xué)位授予單位】：吉林大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2011
【分類號】：H36

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本文編號：1830900