對(duì)日本學(xué)生的漢語(yǔ)離合詞教學(xué)研究
發(fā)布時(shí)間：2018-11-17 16:49
【摘要】：對(duì)于離合詞的研究,以往多數(shù)的學(xué)者把學(xué)生使用離合詞的偏誤發(fā)生的原因都概括為母語(yǔ)干擾或過(guò)度類(lèi)推,日本學(xué)生到底為什么會(huì)出現(xiàn)這樣的偏誤,他們?cè)趯W(xué)習(xí)離合詞時(shí)母語(yǔ)是如何干擾的,過(guò)度類(lèi)推是語(yǔ)內(nèi)規(guī)則的過(guò)度類(lèi)推還是語(yǔ)際規(guī)則的過(guò)度類(lèi)推,過(guò)去的研究沒(méi)能很好的對(duì)日本學(xué)生使用離合詞時(shí)出現(xiàn)的偏誤進(jìn)行深入的分析和研究。因此,本文在前人研究的基礎(chǔ)之上,從漢語(yǔ)離合詞在日語(yǔ)中的對(duì)應(yīng)形式出發(fā),對(duì)日本學(xué)生漢語(yǔ)VO型離合詞的教學(xué)進(jìn)行了深入的分析研究。 文章共分為三部分： 第一,漢語(yǔ)離合詞在日語(yǔ)中的對(duì)應(yīng)形式是復(fù)雜的,就句法對(duì)應(yīng)形式而言,可以分為兩類(lèi),一類(lèi)是與復(fù)合動(dòng)詞對(duì)應(yīng)的離合詞,另一類(lèi)是與詞組對(duì)應(yīng)的離合詞；而語(yǔ)義上的對(duì)應(yīng)形式可以分為三類(lèi),第一類(lèi)是每個(gè)義項(xiàng)在日語(yǔ)中都有對(duì)應(yīng)義項(xiàng)的離合詞；第二類(lèi)是部分義項(xiàng)在日語(yǔ)中有對(duì)應(yīng)義項(xiàng)的離合詞；最后一類(lèi)是兩個(gè)義項(xiàng)在日語(yǔ)中合并為一個(gè)義項(xiàng)的離合詞。日本學(xué)生容易產(chǎn)生偏誤的離合詞是與復(fù)合動(dòng)詞對(duì)應(yīng)的離合詞。 第二,我們選擇了對(duì)應(yīng)于日語(yǔ)復(fù)合動(dòng)詞的離合詞,在調(diào)查問(wèn)卷獲得的語(yǔ)料基礎(chǔ)之上,對(duì)不同階段水平的日本學(xué)生在習(xí)得離合詞過(guò)程中產(chǎn)生的偏誤進(jìn)行了全面的分析和研究,得出以下結(jié)論：初級(jí)階段的學(xué)生偏誤發(fā)生率較高的是那些和離合詞有關(guān)較復(fù)雜的語(yǔ)法形式,比如：用補(bǔ)語(yǔ)擴(kuò)展、離合詞的特殊句式等。學(xué)生這些偏誤的形成不僅和詞匯有關(guān),還和日語(yǔ)語(yǔ)法有關(guān),但對(duì)于母語(yǔ)中沒(méi)有的語(yǔ)法,學(xué)習(xí)者會(huì)到熟悉的外語(yǔ)中去尋求答案,這樣就有兩種形式的語(yǔ)際偏誤,其一是母語(yǔ)和目的語(yǔ)之間的語(yǔ)際偏誤,其二是第一外語(yǔ)和第二外語(yǔ)之間的語(yǔ)際偏誤。中高級(jí)的學(xué)生出現(xiàn)偏誤率較高的是離合詞的高級(jí)語(yǔ)法形式,比如：語(yǔ)素是否應(yīng)該脫落等。偏誤的形式由語(yǔ)際偏誤逐步轉(zhuǎn)向語(yǔ)內(nèi)偏誤。 第三,針對(duì)日本學(xué)生在習(xí)得離合詞中的偏誤分析得出的結(jié)論,同時(shí)結(jié)合本人的教學(xué)實(shí)踐,日本學(xué)生在學(xué)習(xí)漢語(yǔ)離合詞中存在兩個(gè)大的問(wèn)題,一個(gè)是所有外國(guó)學(xué)生在習(xí)得離合詞中都存在的理論上的、教材和教師的不足.另一個(gè)是對(duì)日本學(xué)生的偏誤問(wèn)題認(rèn)識(shí)的不夠深入。最后本文針對(duì)離合詞教學(xué)中存在的問(wèn)題設(shè)計(jì)了一些相關(guān)的教學(xué)策略。這些教學(xué)策略分為兩個(gè)方面,一個(gè)是宏觀上的教學(xué)策略。包括一要加強(qiáng)漢日兩種語(yǔ)言的對(duì)比教學(xué)研究；二要著重強(qiáng)調(diào)漢語(yǔ)離合詞的交際技能；三要加強(qiáng)日本學(xué)生對(duì)漢語(yǔ)的語(yǔ)感；四要依據(jù)第二語(yǔ)言的習(xí)得規(guī)律,循序漸進(jìn)的安排教學(xué)。微觀上的教學(xué)策略主要是針對(duì)不同水平的日本學(xué)生設(shè)計(jì)的具體做法。
[Abstract]:In the past, most scholars used to generalize the reasons for students' errors in the use of clutch words as the interference of their mother tongue or excessive analogy. Why do Japanese students have such errors? How do they interfere with their mother tongue when they learn disjunctive words, the excessive analogy is the excessive analogy of the intra-language rule or the over-analogy of the interlingual rule, Previous studies have failed to make an in-depth analysis and study of errors in the use of clutch words by Japanese students. Therefore, on the basis of previous studies, this paper makes an in-depth analysis and study on the teaching of Chinese VO type clutch words for Japanese students from the corresponding form of Chinese words in Japanese. The paper is divided into three parts: first, the corresponding form of Chinese ionization words in Japanese is complex, as far as syntactic corresponding forms are concerned, they can be divided into two categories, one is the clutch words corresponding to compound verbs. The other is the disjunctive word corresponding to the phrase; The semantic corresponding forms can be divided into three categories: the first is that each meaning has the corresponding meaning in Japanese, the second is the partial meaning has the corresponding meaning in Japanese, the second kind is the partial meaning has the corresponding meaning in Japanese, the second kind is the partial meaning has the corresponding meaning in Japanese, the second kind is the partial meaning has the corresponding meaning in the Japanese. The last category is the separation of two meanings into a single meaning in Japanese. Japanese students are prone to errors in the clutch word and compound verb corresponding to the ionization word. Secondly, we choose the clutch words corresponding to Japanese compound verbs. On the basis of the data obtained from the questionnaire, we make a comprehensive analysis and research on the errors in the process of acquisition of the words in different stages of Japanese students. The following conclusions are drawn: the higher incidence of errors in the primary stage is the more complicated grammatical forms related to the clutch words such as the use of complement expansion the special sentence structure of the clutch words and so on. The formation of these errors is not only related to vocabulary, but also to Japanese grammar. However, for grammar that is not found in their mother tongue, learners will seek answers in familiar foreign languages, thus there are two forms of interlingual errors. One is the interlingual bias between the mother tongue and the target language, the other is the interlingual bias between the first and second foreign languages. The higher error rate of middle-and higher-level students is the higher grammatical form of clutch words, such as whether morpheme should be dropped off or not. The form of errors is gradually shifted from interlingual errors to intra-lingual errors. Thirdly, aiming at the conclusion of Japanese students' error analysis in the acquisition of Chinese words, and combining with their teaching practice, there are two big problems in Japanese students' learning Chinese words. One is the theoretical, textbook and teacher deficiencies of all foreign students in the acquisition of clutch words. The other is the understanding of Japanese students' bias problem is not deep enough. Finally, this paper designs some relevant teaching strategies for the problems in the teaching of clutch words. These teaching strategies are divided into two aspects, one is the macro teaching strategy. It includes: first, strengthening the contrastive teaching research between Chinese and Japanese; second, emphasizing the communicative skills of Chinese words; third, strengthening Japanese students' sense of language towards Chinese; fourth, arranging the teaching step by step according to the law of second language acquisition. Microcosmic teaching strategies are mainly designed for different levels of Japanese students.
【學(xué)位授予單位】：廣西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類(lèi)號(hào)】：H195
本文編號(hào)：2338483
[Abstract]:In the past, most scholars used to generalize the reasons for students' errors in the use of clutch words as the interference of their mother tongue or excessive analogy. Why do Japanese students have such errors? How do they interfere with their mother tongue when they learn disjunctive words, the excessive analogy is the excessive analogy of the intra-language rule or the over-analogy of the interlingual rule, Previous studies have failed to make an in-depth analysis and study of errors in the use of clutch words by Japanese students. Therefore, on the basis of previous studies, this paper makes an in-depth analysis and study on the teaching of Chinese VO type clutch words for Japanese students from the corresponding form of Chinese words in Japanese. The paper is divided into three parts: first, the corresponding form of Chinese ionization words in Japanese is complex, as far as syntactic corresponding forms are concerned, they can be divided into two categories, one is the clutch words corresponding to compound verbs. The other is the disjunctive word corresponding to the phrase; The semantic corresponding forms can be divided into three categories: the first is that each meaning has the corresponding meaning in Japanese, the second is the partial meaning has the corresponding meaning in Japanese, the second kind is the partial meaning has the corresponding meaning in Japanese, the second kind is the partial meaning has the corresponding meaning in Japanese, the second kind is the partial meaning has the corresponding meaning in the Japanese. The last category is the separation of two meanings into a single meaning in Japanese. Japanese students are prone to errors in the clutch word and compound verb corresponding to the ionization word. Secondly, we choose the clutch words corresponding to Japanese compound verbs. On the basis of the data obtained from the questionnaire, we make a comprehensive analysis and research on the errors in the process of acquisition of the words in different stages of Japanese students. The following conclusions are drawn: the higher incidence of errors in the primary stage is the more complicated grammatical forms related to the clutch words such as the use of complement expansion the special sentence structure of the clutch words and so on. The formation of these errors is not only related to vocabulary, but also to Japanese grammar. However, for grammar that is not found in their mother tongue, learners will seek answers in familiar foreign languages, thus there are two forms of interlingual errors. One is the interlingual bias between the mother tongue and the target language, the other is the interlingual bias between the first and second foreign languages. The higher error rate of middle-and higher-level students is the higher grammatical form of clutch words, such as whether morpheme should be dropped off or not. The form of errors is gradually shifted from interlingual errors to intra-lingual errors. Thirdly, aiming at the conclusion of Japanese students' error analysis in the acquisition of Chinese words, and combining with their teaching practice, there are two big problems in Japanese students' learning Chinese words. One is the theoretical, textbook and teacher deficiencies of all foreign students in the acquisition of clutch words. The other is the understanding of Japanese students' bias problem is not deep enough. Finally, this paper designs some relevant teaching strategies for the problems in the teaching of clutch words. These teaching strategies are divided into two aspects, one is the macro teaching strategy. It includes: first, strengthening the contrastive teaching research between Chinese and Japanese; second, emphasizing the communicative skills of Chinese words; third, strengthening Japanese students' sense of language towards Chinese; fourth, arranging the teaching step by step according to the law of second language acquisition. Microcosmic teaching strategies are mainly designed for different levels of Japanese students.
【學(xué)位授予單位】：廣西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類(lèi)號(hào)】：H195
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，本文編號(hào)：2338483
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