【摘要】： 日語(yǔ)的授受表現(xiàn)用法非常微妙,所反映的人物關(guān)系、動(dòng)作方向,較中文復(fù)雜得多,被認(rèn)為是我國(guó)日語(yǔ)學(xué)習(xí)者的難點(diǎn)之一。作為一種反映人際關(guān)系的語(yǔ)言表達(dá)形式,日語(yǔ)的授受表現(xiàn)如果在該使用的地方?jīng)]有使用,或者錯(cuò)誤地使用,對(duì)于相關(guān)者來(lái)講都不禮貌。因此,到目前為止,國(guó)內(nèi)外學(xué)者對(duì)于授受表現(xiàn)的研究可以說(shuō)是層出不窮。從迄今為止的研究中,我們雖然了解到中日兩國(guó)語(yǔ)言在授受表現(xiàn)方面存在著很大的差異,但同時(shí)發(fā)現(xiàn)把授受表現(xiàn)和中國(guó)現(xiàn)行的日語(yǔ)教材聯(lián)系起來(lái)進(jìn)行系統(tǒng)性的研究也不多見(jiàn)。 鑒于此,本文利用中國(guó)國(guó)內(nèi)現(xiàn)在廣泛使用的教材,分析了現(xiàn)行日語(yǔ)教材中授受表現(xiàn)的分布、出處、解釋以及出現(xiàn)的順序和使用的情況入手,并對(duì)使用了《新編日語(yǔ)》教材的大學(xué)日語(yǔ)專業(yè)學(xué)生進(jìn)行了關(guān)于授受表現(xiàn)的中譯日、選擇題的調(diào)查,根據(jù)調(diào)查結(jié)果分析教材是否對(duì)授受表現(xiàn)的正確使用存在影響。如果有,那么教材在什么樣的情況下會(huì)對(duì)授受表現(xiàn)產(chǎn)生影響呢? 通過(guò)對(duì)問(wèn)卷調(diào)查的考察分析,發(fā)現(xiàn)了以下問(wèn)題:中國(guó)國(guó)內(nèi)廣泛使用的幾種教材在關(guān)于授受表現(xiàn)的安排、布局、解釋等上存在一定的不足之處。主要是大部分的教材都把授受表現(xiàn)集中在一課或兩課進(jìn)行解釋。由于編者刻意制造一些語(yǔ)境,使本來(lái)就比較復(fù)雜的授受表現(xiàn)顯得更加生硬,難懂;還有的教材在內(nèi)容的解釋上存在著不足。 通過(guò)對(duì)使用《新編日語(yǔ)》的學(xué)生進(jìn)行問(wèn)卷調(diào)查,發(fā)現(xiàn)教材中的不足的確給學(xué)生帶來(lái)了困擾,而且與學(xué)生的誤用有直接的聯(lián)系。如果教材對(duì)于某個(gè)知識(shí)點(diǎn)解釋不清楚,那么學(xué)生在該點(diǎn)上就會(huì)出現(xiàn)如:搞不清楚授受的方向性、說(shuō)話者的視點(diǎn)和授受表現(xiàn)的恩惠性等一系列的問(wèn)題。 最后,針對(duì)以上存在的問(wèn)題,本文提出應(yīng)對(duì)中國(guó)現(xiàn)行的教材中有關(guān)授受表現(xiàn)的內(nèi)容做適當(dāng)?shù)男薷?適當(dāng)?shù)卣{(diào)整授受表現(xiàn)在教材中出現(xiàn)的順序、加強(qiáng)授受表現(xiàn)在語(yǔ)法上的解釋、增加相似授受動(dòng)詞的比較說(shuō)明、在重點(diǎn)、難點(diǎn)之處適當(dāng)增加對(duì)病句的分析,并且認(rèn)為教師在講解授受表現(xiàn)時(shí)不能僅僅依賴于教材,而應(yīng)充分發(fā)揮其自身優(yōu)勢(shì),對(duì)教材中的不足之處有針對(duì)性地加以補(bǔ)充說(shuō)明。
[Abstract]:The expression of Japanese teaching is very subtle, which reflects the character relationship and direction of action, which is much more complicated than that in Chinese, and is considered to be one of the difficulties for Chinese Japanese learners. As a form of linguistic expression reflecting interpersonal relationships, it is impolite for the person concerned to use the Japanese language if it is not used in the place where it is used, or if it is used wrongly. Therefore, so far, scholars at home and abroad for the performance of the study can be said to emerge in endlessly. Although we know that there are great differences between Chinese and Japanese languages in the aspect of teaching and accepting performance, it is also found that it is rare to make systematic research on the relationship between the performance of teaching and learning and the Japanese teaching materials available in China. In view of this, this paper analyzes the distribution, provenance, explanation, order and use of the present Japanese teaching materials based on the widely used textbooks in China. The students of Japanese major in university who used the textbook "newly compiled Japanese" were investigated on the Chinese translation and multiple choice questions about the performance of teaching and learning. According to the results of the investigation, the author analyzed whether the textbook had an influence on the correct use of the performance of the teaching. If so, under what circumstances will the teaching material have an impact on performance? Through the investigation and analysis of the questionnaire, we find the following problems: there are some deficiencies in the arrangement, layout and explanation of the performance of the teaching materials widely used in China. Most textbooks focus on one or two lessons. Because the editors deliberately create some context, the original more complicated performance of the teaching is more stiff and difficult to understand; there are some deficiencies in the interpretation of the content of the teaching materials. Through the questionnaire survey of the students who use "newly compiled Japanese", it is found that the deficiency in the teaching material really brings trouble to the students, and has a direct relationship with the misuse of the students. If the textbook does not explain a knowledge point clearly, a series of problems will arise at that point, such as the direction of giving and receiving, the viewpoint of the speaker and the kindness of the performance of the gift and so on. Finally, in view of the above problems, this paper puts forward that the contents of the present textbooks in China should be modified properly, that is, to adjust the order of the performance of the teaching materials, and to strengthen the grammatical interpretation of the performance of the teaching materials. The comparison of adding the verb of similar teaching and receiving shows that the analysis of the sick sentence should be added to the emphasis and difficulty, and that the teacher should not only rely on the teaching material, but should give full play to his own advantage in explaining the performance of the teacher. The deficiencies of the textbook are supplemented with some suggestions.
【學(xué)位授予單位】：重慶大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2007
【分類號(hào)】：H36

【引證文獻(xiàn)】

相關(guān)期刊論文 前1條

1 孫子涵;;中國(guó)日語(yǔ)學(xué)習(xí)者待遇表現(xiàn)誤用分析[J];廣東外語(yǔ)外貿(mào)大學(xué)學(xué)報(bào);2012年01期

相關(guān)碩士學(xué)位論文 前2條

1 崔賽霞;中國(guó)人日語(yǔ)學(xué)習(xí)者中介語(yǔ)中的石化研究[D];魯東大學(xué);2012年

2 高洋;日語(yǔ)授受表達(dá)習(xí)得研究[D];黑龍江大學(xué);2013年

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本文編號(hào)：2236884