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  本文關(guān)鍵詞： 漢日同形詞 偏誤分析 雙音節(jié)詞 差異　出處：《吉林大學》2012年碩士論文　論文類型：學位論文

【摘要】：同屬于漢字文化圈的漢語、日語中都存在著大量的同形漢字詞。從某種角度看這些中日同形詞在兩國的經(jīng)濟、政治、文化交流和發(fā)展上起了一定的積極作用，為兩國學者們在語言學習上提供一定的便利條件。同時我們也看到隨著中日兩國的不斷發(fā)展和變化，漢日同形詞中有很大一部分在意義和使用方法等方面呈現(xiàn)出差異。這些詞在意義和用法上有些是完全相同或相近，有的卻截然不同。 對于學習漢語的日本留學生來說，漢日同形詞既有容易理解和掌握的一面，同時也有因為對同形詞理解不夠充分而導致的誤用。本文在闡述漢日同形詞的概念及其意義的基礎(chǔ)上，針對初級日本留學生學習漢語的情況，對日本留學生在學習雙音節(jié)的同形詞詞義理解和使用方面做了問卷調(diào)查，基于數(shù)據(jù)調(diào)查報告對漢日同形詞產(chǎn)生的偏誤類型進行歸納，并對產(chǎn)生偏誤的原因進行了系統(tǒng)的分析。在偏誤分析過程中，總結(jié)提出日本留學生在學習漢日同形詞過程中應(yīng)該采取的學習策略，在教學過程中，要從教學的主體和客體兩方面去營造良好的語言學習環(huán)境，，在課堂上用漢語開展討論等形式，充分調(diào)動學生的學習積極性，利用漢日同形詞的偏誤分析，對比出漢語同形詞的差異和特點，使日本學習者的優(yōu)勢得到更大的發(fā)揮。在學習方法上注意在漢日同形詞的對比研究中抓住主要詞性和用法的不同，充分利用詞典等工具書對比兩者在詞義、功能和語感上的差異，深入理解同形詞的含義，展開對比練習，讓學生對這種差異有更加全面深刻的認識，舉一反三掌握漢日同形詞的正確用法。筆者希望通過本文的闡述能給日本留學生學習漢日雙音節(jié)同形詞提供指導和建議，避免母語負遷移的影響，養(yǎng)成漢語思維習慣，辨析漢日同形詞在詞義上的細微差異（感情色彩、褒貶含義、描寫對象、含義范圍等），有方法有步驟的去學習詞匯，從而提高漢語水平，希望能對對外漢語教學中詞匯教學方面提供幫助，提高解決教學中因日語漢字和漢語漢字相同而產(chǎn)生偏誤。
[Abstract]:There are a large number of homotypic Chinese words in Japanese, which belong to the Chinese cultural circle. From a certain point of view, these Chinese and Japanese homographs have played a positive role in the economic, political, cultural exchanges and development of the two countries. We also see that with the continuous development and change of China and Japan, A large part of Chinese and Japanese homographs show differences in meaning and usage, some of which are identical or similar in meaning and usage, and some are quite different. For Japanese students studying Chinese, Chinese and Japanese homonyms are easy to understand and master. At the same time, there are some misuses caused by inadequate understanding of homographs. This paper, on the basis of explaining the concept and meaning of homographs in China and Japan, aims at the situation of primary Japanese students studying Chinese. This paper makes a questionnaire survey on the understanding and use of homotypic words in the study of disyllabic words by Japanese students. Based on the data survey report, the paper sums up the types of errors caused by homographs in Chinese and Japanese. In the process of error analysis, the author summarizes and puts forward the learning strategies that Japanese students should adopt in the process of learning Chinese and Japanese homographs. It is necessary to create a good language learning environment from both the subject and object aspects of teaching, to carry out discussions in Chinese in class, to fully arouse students' enthusiasm in learning, and to make use of the error analysis of homographs in Chinese and Japanese. By comparing the differences and characteristics of Chinese homographs, the advantages of Japanese learners are brought into full play. In learning methods, we should pay attention to the differences of main parts of speech and usage in the contrastive study of Chinese and Japanese homographs. Make full use of the dictionary and other reference books to compare the differences in the meaning, function and sense of language between the two, understand the meaning of homographs in depth, and carry out contrastive exercises, so that students can have a more comprehensive and profound understanding of this difference. The author hopes that this paper can provide guidance and advice for Japanese students to learn Chinese and Japanese dicyllabic homographs, avoid the influence of negative transfer of their mother tongue, and develop the habit of thinking in Chinese. In order to improve the level of Chinese, Chinese and Japanese homographs, they are distinguished from each other in terms of their subtle differences in the meaning of words (emotion, appreciation and derogation, objects of description, range of meanings, etc.). There are ways and means to learn vocabulary step by step, so as to improve the level of Chinese. It is hoped that it can help the vocabulary teaching in teaching Chinese as a foreign language, and solve the errors caused by the same Japanese and Chinese characters in teaching.
【學位授予單位】：吉林大學
【學位級別】：碩士
【學位授予年份】：2012
【分類號】：H195

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本文編號：1552403