【摘要】： 在日語中,存在著很多像“}蔩5する、滿足する、參加する”等中日同形“サY R諍^”。此類詞匯雖然在詞形方面與中國曰語學習者所熟悉的漢語詞匯相同,但是,在詞性、詞義以及用法等方面卻與漢語存在著諸多差異。因此,對以漢語為母語的日語學習者來說,它們是學習日語的難點之一。本研究在先行研究的基礎(chǔ)上,以中曰同形的“サY R諍^”為研究對象,調(diào)查了學習者對這類詞匯的使用情況、探求了其誤用傾向,并分析了其誤用原因。 首先,為掌握學習者對中日同形“サY R諍^”的使用狀況,筆者以A大學學習者的日語作文的期末考試試卷為對象,考察了含有此類詞匯的例文。然后,抽出其中的誤用例進行分類、考察。其結(jié)果如下:(1)了解到學習者經(jīng)常使用中日同形的“サY R諍^”這一類詞匯,并且掌握了學習者經(jīng)常使用的一些中日同形的“サY R諍^”詞匯。(2)學習者的誤用主要包括以下五個方面:①詞性方面的誤用②意思、表現(xiàn)等方面的誤用③助詞使用方面的誤用④詞尾變化、態(tài)等方面的誤用⑤表記方面的誤用。 其次,為進一步明確學習者的誤用情況,本文在第五章對B大學和C大學的日語學習者進行了問卷調(diào)查。其結(jié)果如下所示:(1)B大學和C大學的學習者在學習中日同形的“サ變R諍^”的時候,在詞性,意思、表現(xiàn)方面存在著與A大學的學習者幾乎同樣的誤用情況。(2)進一步明確了學習者的誤用傾向。 再次,為了明確曰語學習者是否受母語漢語的影響,筆者在第六章通過中日用法的比較,對誤用原因進行了探求。然后,為了明確學習者是否會受到使用的教材和常用字典的影響,對學習者時候的教科書和字典進行了考察�？疾旖Y(jié)果如下:(1)學習者對此類詞匯的使用在很大程度上受到了母語的影響;(2)教科書和詞典與學習者的誤用也存在著一定的聯(lián)系。 最后,作者從日語教育的角度出發(fā),對中日同形“サY R諍^”的指導(dǎo)方法給予了些許見解,希望能有助于今后的日語教育。
[Abstract]:In Japanese, there are a lot of Sino-Japanese congeners, such as "} 5", "to be satisfied," and "to participate in". Although this kind of vocabulary is the same as the Chinese vocabulary familiar to Chinese Japanese learners in terms of lexical form, there are many differences between these words and Chinese in terms of part of speech, meaning and usage. Therefore, for Chinese-speaking Japanese learners, they are one of the difficulties in learning Japanese. On the basis of the previous study, this study investigates the learners' use of these words, explores their misusing tendency and analyzes the causes of their misuse. First of all, in order to grasp the situation of learners' use of Chinese and Japanese homographs, the author takes the final examination paper of college students' Japanese composition as an object to investigate the examples containing such words. Then, the misuse cases are extracted to classify and investigate. The results are as follows: (1) it has been learned that learners often use such words as "Y / R", which are the same form between China and Japan. And has grasped some Chinese and Japanese homotypic words which are often used by learners. (2) the misuse of learners mainly includes the following five aspects: 1 misuse of part of speech and 2 meanings. Misusing of three auxiliary words in terms of performance, misusing of four words in the use of auxiliary words, misusing of five tables in terms of state, etc. Second, in order to further clarify the misuse of learners, the fifth chapter of the B and C universities conducted a questionnaire survey of Japanese learners. The results are as follows: (1) the learners of University B and University C are learning the same "change R ^" in part of speech and meaning when learning the same form of "change R ^" between China and Japan. In the aspect of performance, there are almost the same misuses as the learners in A University. (2) the tendency of misuse of learners is further clarified. Thirdly, in order to find out whether the Japanese learners are influenced by native Chinese, the author explores the reasons of misuse through the comparison of Chinese and Japanese usage. Then, in order to find out whether learners will be influenced by the used textbooks and dictionaries, the textbooks and dictionaries are investigated. The results are as follows: (1) Learners' use of such words is largely influenced by their mother tongue; (2) textbooks and dictionaries are also related to the misuse of learners. Finally, from the point of view of Japanese education, the author gives some opinions on the guiding method of Sino-Japanese homogeneity, hoping that it will be helpful to Japanese education in the future.
【學位授予單位】：大連理工大學
【學位級別】：碩士
【學位授予年份】：2009
【分類號】：H36

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本文編號：2371722