【摘要】：本論文從漢語同日語中存在的同一詞匯“好”字出發(fā),對“好”字在漢日兩種語言中反語的使用情況進(jìn)行對比分析,找到兩種語言中“好”字在反語使用上的可比性。以日語為母語的漢語學(xué)習(xí)者作為考察研究對象,通過調(diào)查問卷的形式對母語為日語的漢語學(xué)習(xí)者進(jìn)行偏誤方面的調(diào)查,以得出的相應(yīng)的結(jié)果分析出現(xiàn)偏誤的原因以總結(jié)出相應(yīng)的結(jié)論。 日本語言承接了中國傳統(tǒng)語言文字的基礎(chǔ),隨著時間的推移,語言開始有了它自己的發(fā)展方向,因此就差異性來講,不管是從語言結(jié)構(gòu)上還是用法習(xí)慣上都能尋見漢日之間細(xì)微的差異,存在差異的同時也存在很多相似的對應(yīng)之處,而這些差異性和對應(yīng)性正是兩種語言對比的基礎(chǔ),從中就能尋見其可比性,正是這種可比性的存在與否成就了這項研究成立與否的基礎(chǔ)。對于母語為日語的漢語學(xué)習(xí)者一方來說漢語就成為他們的第二語言。對于這些漢語學(xué)習(xí)者而言在漢語的整個習(xí)得過程、習(xí)得順序上都有許多值得研究的地方,而在漢日語言的范圍內(nèi)就以上漢日語言之間的差異性和對應(yīng)性所述,不論語音、語義、語法還是詞匯方面,在習(xí)得過程、習(xí)得順序的研究上都就能尋見研究空間。 本文就日語中「いい」(漢語中的“好”)的反語用法,根據(jù)日語詞條出現(xiàn)的解釋和用法同漢語中的進(jìn)行比較,從辭書的翻譯解釋入手,通過漢日語言中使用頻率較高的反語例句作為分析對象,找到二語言在反語使用中結(jié)構(gòu)上和用法上的相似之處和相異之處,分析預(yù)測可能出現(xiàn)偏誤的類型,根據(jù)“好”在兩語言中反語用法上的分類情況進(jìn)行調(diào)查問卷的設(shè)計,之后主要通過對華中師范大學(xué)國際文化交流學(xué)院的日本留學(xué)生進(jìn)行問卷式調(diào)查,通過調(diào)查得出結(jié)果來分析日本留學(xué)生主要出現(xiàn)偏誤的類型和原因,提出在對日漢語教學(xué)中關(guān)于“好”字反語句在習(xí)得過程中教師需要取舍哪些要素來更好的實施教學(xué),應(yīng)該是首先從出現(xiàn)負(fù)遷移比例比較高的語法點上進(jìn)行突破,還是應(yīng)該從兩語言中較為相似的語法點開始實施教學(xué),教學(xué)過程中詞匯句法的學(xué)習(xí)和情境訓(xùn)練應(yīng)該占到課堂教學(xué)的多少等等問題。而對于學(xué)習(xí)者而言,學(xué)習(xí)漢語“好”字反語句,應(yīng)是盡量避免母語負(fù)遷移的發(fā)生,在反語的學(xué)習(xí)上在哪些知識點上應(yīng)該是在對比下學(xué)習(xí),在哪些點上應(yīng)該是摒棄母語思維進(jìn)行學(xué)習(xí),這些都是值得思考的。此論文就以上提出的問題進(jìn)行調(diào)查研究得出相應(yīng)的教學(xué)策略和學(xué)習(xí)策略,提出筆者在“好”字反語教學(xué)和學(xué)習(xí)上的相應(yīng)觀點,也希望這些結(jié)論的得出能夠在對日漢語教學(xué)以及推廣中起到一定積極的指導(dǎo)作用。
[Abstract]:Starting from the same word "good" in Chinese and Japanese, this paper makes a comparative analysis of the use of "good" in both Chinese and Japanese, and finds out the comparability of the use of "good" in the use of irony in the two languages. Taking Japanese as the mother tongue of Chinese learners as the object of study, this paper investigates the errors of Chinese learners whose mother tongue is Japanese by means of questionnaire. With the corresponding results, the causes of errors are analyzed to summarize the corresponding conclusions. The Japanese language has taken over the foundation of the Chinese traditional language and characters. With the passage of time, the language has its own direction of development, so in terms of differences, The subtle differences between Chinese and Japanese can be found in terms of language structure and usage idioms. There are also many similarities between the two languages, and these differences and correspondence are the basis of the contrast between the two languages. It can be found that the comparability is the foundation of this study. For Chinese learners whose mother tongue is Japanese, Chinese becomes their second language. For these Chinese learners, there are many aspects worth studying in the whole process of Chinese acquisition, but in the scope of Chinese and Japanese languages, the differences and correspondence between Chinese and Japanese languages, regardless of pronunciation, semantics, are discussed. In the aspect of grammar and vocabulary, the research space can be found in the process of acquisition and the study of acquisition sequence. In this paper, according to the explanation and usage of Japanese entries, the author makes a comparison between the Chinese and Japanese expressions for the irony of "Jiao" ("good" in Chinese), starting with the interpretation of the translation of dictionaries. Through the use of high-frequency idioms in the Chinese and Japanese languages as the object of analysis, the similarities and differences between the structure and usage of the second language in the use of irony are found, and the types of errors that may occur are analyzed and predicted. According to the classification of "good" in the use of irony in the two languages, the questionnaire was designed, and the questionnaire was mainly conducted on the Japanese students from the School of International Cultural Exchange of Central China normal University. Through the investigation, the author analyzes the types and causes of errors among Japanese students, and points out which elements teachers should choose and choose in order to implement the teaching better in the process of "good" reverse sentence in Japanese Chinese teaching. Should we first make a breakthrough at the grammatical points where the negative transfer ratio is relatively high, or should we start teaching from the more similar grammatical points in the two languages? In the process of teaching, vocabulary and syntax learning and situational training should account for the amount of classroom teaching and so on. To the learners, the reverse sentence of "good" in learning Chinese should avoid the negative transfer of mother tongue as far as possible, and what knowledge points should be learned by contrast in the study of irony? It is worth thinking about where one should abandon one's native language thinking and learn. This paper investigates and studies the above questions and puts forward the corresponding teaching strategies and learning strategies, and puts forward the author's corresponding views on the teaching and learning of "good" irony. I also hope that these conclusions can play a positive role in Japanese Chinese teaching and promotion.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2012
【分類號】：H195

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