【摘要】：方位詞是人類(lèi)認(rèn)知世界必不可少的要素。在漢語(yǔ)和日語(yǔ)的語(yǔ)言表達(dá)中,方位詞出現(xiàn)頻率高,使用范圍廣,其語(yǔ)言功能不容忽視。日語(yǔ)的漢字傳承于漢語(yǔ),經(jīng)過(guò)一千多年的發(fā)展,字義上與漢語(yǔ)出現(xiàn)了許多差異,所以日本學(xué)生習(xí)得方位詞“上”容易產(chǎn)生偏誤。 本文的偏誤語(yǔ)料來(lái)自北京語(yǔ)言大學(xué)的HSK留學(xué)生高等作文語(yǔ)料庫(kù),部分日本學(xué)生的作文,以及部分論文中的偏誤語(yǔ)料。本文對(duì)漢語(yǔ)和日語(yǔ)中的方位詞“上”的對(duì)應(yīng)性與非對(duì)應(yīng)性進(jìn)行研究,把日本學(xué)生習(xí)得漢語(yǔ)方位詞時(shí)“上”出現(xiàn)的偏誤情況作為研究對(duì)象,將偏誤分為方位詞的遺漏、方位詞的冗余、方位詞的替代等類(lèi)型。然后通過(guò)分析找出了日本學(xué)生產(chǎn)生偏誤的原因,包括母語(yǔ)負(fù)遷移、目的語(yǔ)知識(shí)泛化、文化因素、學(xué)習(xí)策略和交際策略、教學(xué)誤導(dǎo)等方面。最后,在全面分析日本學(xué)生習(xí)得漢語(yǔ)方位詞“上”的特點(diǎn)和偏誤情況的基礎(chǔ)上對(duì)對(duì)外漢語(yǔ)教學(xué)中方位詞“上”提出教學(xué)策略,認(rèn)為可以從同形詞的角度針對(duì)日本學(xué)生的特性來(lái)進(jìn)行有效教學(xué),一是要減少母語(yǔ)負(fù)遷移對(duì)學(xué)生的影響,二是構(gòu)建同形詞的系統(tǒng)分析,三是加強(qiáng)漢日同形詞研究的深度,四是編寫(xiě)專(zhuān)門(mén)的對(duì)日漢語(yǔ)詞匯教學(xué)教材。
[Abstract]:Orientation is an essential element of human cognition of the world. In the language expression of Chinese and Japanese, azimuth words appear frequently and have a wide range of use, so their language functions can not be ignored. Japanese Chinese characters are inherited from Chinese. After more than one thousand years of development, there are many differences between Chinese and Japanese characters, so Japanese students are prone to errors in the acquisition of locative words. The errors in this paper come from the HSK Advanced composition Corpus of Beijing language and language University, the composition of some Japanese students, and the bias corpus of some papers. This paper studies the correspondence and non-correspondence of Chinese and Japanese azimuth words, and takes the errors that occur when Japanese students acquire Chinese azimuth words as the object of study, and divides the errors into the omissions of locative words. The redundancy of azimuth words, the substitution of azimuth words, etc. Then the causes of errors in Japanese students are analyzed, including negative transfer of mother tongue, generalization of target language knowledge, cultural factors, learning strategies and communication strategies, teaching misleading and so on. Finally, on the basis of analyzing the characteristics and errors of Japanese students' acquisition of Chinese locative words, this paper puts forward the teaching strategy of locative words "Shang" in teaching Chinese as a foreign language. From the perspective of homomorphism, the author thinks that effective teaching can be carried out according to the characteristics of Japanese students. One is to reduce the influence of negative transfer of mother tongue on students, the other is to construct a systematic analysis of homographs, and third, to strengthen the depth of the research on homographs in China and Japan. Fourth, compile special teaching materials for Chinese vocabulary teaching to Japan.
【學(xué)位授予單位】：湖南師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2014
【分類(lèi)號(hào)】：H195

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