本文選題：漢字詞　切入點：對日漢語教學　出處：《吉林大學》2012年碩士論文

【摘要】：漢字教學一直以來都被認為是對外漢語教學中的重點和難點，而一般在教學中對于漢語的教學都是側(cè)重在對于非漢字圈的學生進行的，對于對外漢語教學的課程設置、教學方法和教材方面也都多根據(jù)非漢字圈的學生進行編排的，只是因為大家普遍認為像日本這樣的屬于漢字圈的留學生具有學習漢字的優(yōu)勢，漢字對于日本學生這樣的漢字文化圈留學生來說不算是難點，然而這種觀念是不夠客觀的和科學的。二語習得遷移理論認為，母語對日本學生學習漢語的影響既有正遷移作用，，也有負遷移作用，目的語內(nèi)也會有正遷移作用和負遷移作用。結(jié)合日本人的母語背景來說，由于日語中有相當大一部分的漢字詞成分存在，這其中有同形同義詞，包括漢日完全相同的，這類詞日本學生可以比較容易的看字形知道詞義，并且不會出現(xiàn)任何的錯誤，完全能夠掌握。還有漢日基本相同的，在學習當中不會給學習者帶來太大的干擾和麻煩，以上這類的詞匯基本上是對日本學生帶來正遷移作用的。還有一類是漢日完全不同的，在日語中沒有與之相對應的漢語詞語，這是教學中的難點要格外重視。此外還有漢日同形異義詞，這類詞是最容易出現(xiàn)錯誤和最難掌握的，但是通過課堂教學是可以糾正和避免的。 本文以二語習得遷移理論為依據(jù)，用辯證的角度闡述分析了日語和漢語之間在漢字、漢字詞存在的異同關系，在此基礎上提出了自己的觀點和見解。導言部分提出本文的選題緣起及意義價值、已有研究成果綜述、研究的主要問題、研究范圍、研究方法以及創(chuàng)新點。第二部分從日語漢字詞與所對應的漢語詞語的對比角度出發(fā)，從詞形、字形、意義上進行對比分析，對日漢同形詞進行探討。第三部分通過對日語的漢字詞與漢語詞語的對比分析，探討日語中的漢字詞對日本學習者學習漢語所產(chǎn)生的正遷移作用。第四部分著重探討了日語漢字詞對日本學生學習漢語所帶來的負遷移作用，分析其中的利弊。第五部分根據(jù)對比結(jié)果總結(jié)出對正遷移的利用和對負遷移的糾正及避免，其中包括的課堂、教材、課程設置方面所要注意的地方。有所側(cè)重的提出自己的觀點和見解，也是對對日漢語教學的建議。從而為下一步的教學做準備。第六部分總結(jié)全文，對自己的所探討的內(nèi)容進行總體概括。
[Abstract]:Chinese characters teaching has always been regarded as a focus and difficulty in teaching Chinese as a foreign language, usually in the teaching in Chinese teaching is emphasized in the circle of students for non Chinese characters, setting for the foreign language teaching curriculum, teaching methods and teaching materials have many students according to the arrangement of the circle Chinese characters just because it is generally believed that, like Japan belongs to the circle of students with learning Chinese characters Chinese characters advantages for Japanese students Chinese characters such cultural circle of students Chinese characters is not difficult, but this concept is not enough objective and scientific thought. The two language acquisition theory of transfer, both positive transfer of mother tongue the Japanese students learning Chinese influence, also has a negative role in the target language, there will be positive transfer and negative transfer. Combined with the Japanese nativelanguage background, as in Japanese There is a considerable part of the word Chinese characters components, which have the same form of synonyms, including Chinese and Japanese alike, this kind of word of Japanese students can easily see the characters know word, and will not be any error, can fully master. There are Chinese and Japanese are basically the same, not for learning in learning bring the interference and too much trouble, above this kind of vocabulary is basically to Japanese students bring positive effects. There is a Chinese completely different, Chinese words in Japanese and no corresponding, this is a difficult point in teaching should pay special attention to. In addition, Chinese and Japanese homographs homograph, such words are the most prone to errors and the most difficult to master, but through classroom teaching can be corrected and avoided.
Based on the two language acquisition migration theory as the basis, elaborated by the perspective of dialectical analysis between Chinese and Japanese in Chinese characters, words Chinese characters of the similarities and differences between, on this basis put forward their own views and opinions. The introduction presents the origin and significance of the topics of this value, have been summarized, the main problems, research the scope of the study, research methods and innovations. The comparison of the second part from the Japanese word Chinese characters and corresponding Chinese words starting from the morphology, shape, meaning of comparative analysis on Chinese Japanese homograph isdiscussed. The comparative analysis of the third part of the Japanese Chinese characters words and Chinese words, to explore the positive transfer function Chinese characters words in Japanese to Japanese learners generated. The fourth part focuses on the Japanese word Chinese characters learning Chinese brings negativeeffects to Japanese students, analyze the The advantages and disadvantages. In the fifth part, according to the comparison results summed up the use of positive transfer and negative transfer to correct and avoid, including classroom, teaching materials, curriculum should pay attention to the place. The emphasis put forward its own views and opinions, but also on the Japanese Chinese teaching so as to prepare for the next proposal. A step of teaching. The sixth part is the conclusion, on their own on the contentsummary.

【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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