對日本學(xué)生的漢語離合詞教學(xué)研究
發(fā)布時間：2018-11-17 16:49
【摘要】：對于離合詞的研究,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干擾或過度類推,日本學(xué)生到底為什么會出現(xiàn)這樣的偏誤,他們在學(xué)習(xí)離合詞時母語是如何干擾的,過度類推是語內(nèi)規(guī)則的過度類推還是語際規(guī)則的過度類推,過去的研究沒能很好的對日本學(xué)生使用離合詞時出現(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,從漢語離合詞在日語中的對應(yīng)形式出發(fā),對日本學(xué)生漢語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,漢語離合詞在日語中的對應(yīng)形式是復(fù)雜的,就句法對應(yīng)形式而言,可以分為兩類,一類是與復(fù)合動詞對應(yīng)的離合詞,另一類是與詞組對應(yīng)的離合詞；而語義上的對應(yīng)形式可以分為三類,第一類是每個義項在日語中都有對應(yīng)義項的離合詞；第二類是部分義項在日語中有對應(yīng)義項的離合詞；最后一類是兩個義項在日語中合并為一個義項的離合詞。日本學(xué)生容易產(chǎn)生偏誤的離合詞是與復(fù)合動詞對應(yīng)的離合詞。 第二,我們選擇了對應(yīng)于日語復(fù)合動詞的離合詞,在調(diào)查問卷獲得的語料基礎(chǔ)之上,對不同階段水平的日本學(xué)生在習(xí)得離合詞過程中產(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)雜的語法形式,比如：用補語擴(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),還和日語語法有關(guān),但對于母語中沒有的語法,學(xué)習(xí)者會到熟悉的外語中去尋求答案,這樣就有兩種形式的語際偏誤,其一是母語和目的語之間的語際偏誤,其二是第一外語和第二外語之間的語際偏誤。中高級的學(xué)生出現(xiàn)偏誤率較高的是離合詞的高級語法形式,比如：語素是否應(yīng)該脫落等。偏誤的形式由語際偏誤逐步轉(zhuǎn)向語內(nèi)偏誤。 第三,針對日本學(xué)生在習(xí)得離合詞中的偏誤分析得出的結(jié)論,同時結(jié)合本人的教學(xué)實踐,日本學(xué)生在學(xué)習(xí)漢語離合詞中存在兩個大的問題,一個是所有外國學(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.另一個是對日本學(xué)生的偏誤問題認(rèn)識的不夠深入。最后本文針對離合詞教學(xué)中存在的問題設(shè)計了一些相關(guān)的教學(xué)策略。這些教學(xué)策略分為兩個方面,一個是宏觀上的教學(xué)策略。包括一要加強漢日兩種語言的對比教學(xué)研究；二要著重強調(diào)漢語離合詞的交際技能；三要加強日本學(xué)生對漢語的語感；四要依據(jù)第二語言的習(xí)得規(guī)律,循序漸進(jìn)的安排教學(xué)。微觀上的教學(xué)策略主要是針對不同水平的日本學(xué)生設(shè)計的具體做法。
[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)位級別】：碩士
【學(xué)位授予年份】：2012
【分類號】：H195
本文編號：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)位級別】：碩士
【學(xué)位授予年份】：2012
【分類號】：H195
【參考文獻(xiàn)】
相關(guān)期刊論文 前10條
1 張定;詞和短語界限的模糊性[J];安徽教育學(xué)院學(xué)報;2003年01期
2 呂滇雯;日本留學(xué)生漢語偏誤分析之(一):動詞重疊[J];漢語學(xué)習(xí);2000年05期
3 戴國華;日本留學(xué)生漢語動詞常見偏誤分析[J];漢語學(xué)習(xí);2000年06期
4 蕭頻;李慧;;印尼學(xué)生漢語離合詞使用偏誤及原因分析[J];暨南大學(xué)華文學(xué)院學(xué)報;2006年03期
5 高書貴;有關(guān)對外漢語教材如何處理離合詞的問題[J];世界漢語教學(xué);1993年02期
6 梁馳華;離合詞的價值及處理方式——兼評詞類研究的方法[J];廣西師院學(xué)報(哲學(xué)社會科學(xué)版);2000年04期
7 李燕洲;;越南留學(xué)生漢語離合詞偏誤成因初探[J];現(xiàn)代語文(語言研究版);2006年05期
8 呂文華;短語詞的劃分在對外漢語教學(xué)中的意義[J];語言教學(xué)與研究;1999年03期
9 魯健驥;外國人學(xué)漢語的語法偏誤分析[J];語言教學(xué)與研究;1994年01期
10 王瑞敏;留學(xué)生漢語離合詞使用偏誤的分析[J];語言文字應(yīng)用;2005年S1期
相關(guān)會議論文 前1條
1 杜君燕;;對日本學(xué)生進(jìn)行漢語教學(xué)的幾個問題[A];第四屆國際漢語教學(xué)討論會論文選[C];1993年
相關(guān)博士學(xué)位論文 前1條
1 林美淑;對韓漢語教學(xué)離合詞研究[D];山東大學(xué);2005年
相關(guān)碩士學(xué)位論文 前5條
1 孫書姿;韓國留學(xué)生習(xí)得漢語雙音節(jié)VO型離合詞的言語加工策略[D];北京語言大學(xué);2004年
2 王桂秋;越南學(xué)生離合詞使用偏誤分析[D];廣西師范大學(xué);2008年
3 吳氏流海;越南學(xué)生漢語動賓式離合詞習(xí)得研究與教學(xué)對策[D];北京語言大學(xué);2007年
4 高思欣;留學(xué)生漢語動賓式離合詞偏誤分析[D];暨南大學(xué);2002年
5 李明浩;現(xiàn)代漢語離合詞及其在日語中的對應(yīng)形式[D];延邊大學(xué);2002年
，本文編號：2338483
本文鏈接：http://sikaile.net/wenyilunwen/hanyulw/2338483.html
最近更新
教材專著
