本文選題：日本學(xué)生 + 漢字書寫偏誤　； 參考：《遼寧師范大學(xué)》2013年碩士論文

【摘要】：對(duì)外漢字教學(xué)一直是對(duì)外漢語教學(xué)界的研究熱點(diǎn),其中針對(duì)不同國別學(xué)生的母語實(shí)際,開展有針對(duì)性的教學(xué)與研究是近十幾年來學(xué)者們普遍關(guān)注的課題,但其開展的程度還很不夠。尤其是在對(duì)日漢字教學(xué)方面,研究成果的數(shù)量可謂是鳳毛麟角。這與作為海外學(xué)習(xí)漢語人數(shù)最多的國家——日本的地位很不相稱�；谶@種情況,筆者選取了對(duì)日漢字教學(xué)這一研究課題,從日本學(xué)生書寫漢語漢字偏誤分析角度入手,在原有關(guān)于日本學(xué)生習(xí)得漢語漢字的研究基礎(chǔ)上,分析其書寫偏誤中的一些特殊現(xiàn)象及產(chǎn)生該現(xiàn)象的主要原因,為對(duì)外漢字教學(xué)方法的豐富提供參考價(jià)值。 筆者本著系統(tǒng)、可靠、實(shí)用的原則,從北京語言大學(xué)HSK動(dòng)態(tài)作文語料庫日本學(xué)生的200篇作文中找出220例書寫錯(cuò)誤進(jìn)行統(tǒng)計(jì)分類,其中錯(cuò)字A類、錯(cuò)字B類和別字各占33.2%、27.7%和39.1%。錯(cuò)字A類又分為“繁簡錯(cuò)誤”和“日式漢字”兩類,它們可以統(tǒng)稱為漢日異形漢字。這種異形漢字產(chǎn)生的原因主要在于漢語漢字與日語漢字在簡化與整理的數(shù)量、對(duì)象和方式上有所不同。錯(cuò)字B類又分為“部件層面”、“筆畫層面”和“拼合字”三類,其中“拼合字”最具有特殊性,從中可以較為明顯地看到漢語漢字和日語漢字對(duì)日本學(xué)生在習(xí)得漢字時(shí)的共同影響。別字部分從音、形、義三方面分為“別字與正字字音相同或相近”、“別字與正字字形相近”、“形音綜合”及“字義相同或相近”四類,其中“形音綜合”所占別字總數(shù)的比例最高,由此可見,日本學(xué)生在習(xí)得漢語(尤其是初級(jí)階段)時(shí),并沒有完全理解漢字的造字理據(jù),也正因?yàn)槿绱?日本學(xué)生最難理解的中國簡化字就是“形聲字”和“同音代替字”。 在偏誤分析部分,筆者認(rèn)為日語負(fù)遷移的影響不可小覷,日本漢字在字形、字音和字義上都會(huì)對(duì)漢語漢字的書寫產(chǎn)生負(fù)遷移作用；日本學(xué)生不懂得漢語漢字的造字理據(jù),詞語內(nèi)部結(jié)構(gòu)及他們組成的幾個(gè)漢字之間的關(guān)系也是其習(xí)得漢語漢字的障礙；從心理學(xué)角度來說,漢日字形相近字對(duì)日本學(xué)生產(chǎn)生了較大的干擾,而過多地關(guān)注差異也會(huì)導(dǎo)致漢日同形漢字書寫偏誤的發(fā)生。另外,日本學(xué)生沉默寡言的性格和整個(gè)對(duì)日漢字教學(xué)環(huán)境也對(duì)其習(xí)得漢語漢字產(chǎn)生影響。 基于對(duì)偏誤原因產(chǎn)生的分析,筆者提出了轉(zhuǎn)變?nèi)毡緦W(xué)生的漢字觀念,對(duì)其講解漢語漢字的造字理據(jù)；注重正確的漢語漢字發(fā)音；對(duì)中日兩國漢字進(jìn)行對(duì)比分析,在音、形、義尤其是字形、字義上加以嚴(yán)格區(qū)分；加大對(duì)外漢字教學(xué)中獨(dú)立漢字課的開展力度四方面建議。
[Abstract]:The teaching of Chinese characters as a foreign language has always been a hot topic in the field of teaching Chinese as a foreign language. But the extent of its development is not enough. Especially in the teaching of Japanese Chinese characters, the number of research results can be described as rare. This does not match the position of Japan, the country with the largest number of overseas Chinese learners. Based on this situation, the author chooses the research topic of teaching Chinese characters to Japan, starting with the analysis of errors in writing Chinese characters by Japanese students, and on the basis of the original research on the acquisition of Chinese characters by Japanese students. This paper analyzes some special phenomena in its writing errors and the main reasons for this phenomenon, which provides reference value for the enrichment of teaching methods of Chinese characters in foreign countries. On the basis of systematic, reliable and practical principles, 220 cases of writing errors were found out from 200 compositions of Japanese students in HSK dynamic composition corpus of Beijing language and language University. Among them, there are 33.22.7% and 39.1% of errors in category A, B and other characters, respectively. Category A is divided into two categories: "complicated and simplified error" and "Japanese Chinese character", which can be called Chinese and Japanese heteromorphic Chinese characters. The reason for this kind of abnormal Chinese characters is that the number, object and way of simplification and arrangement of Chinese characters and Japanese characters are different. Category B is divided into three categories: "component level", "stroke level" and "combination character". It is obvious that both Chinese and Japanese characters affect Japanese students' acquisition of Chinese characters. The part of other characters is divided into four categories: "other characters are the same or similar in pronunciation", "other characters are similar to orthographic characters", "shape and pronunciation synthesis" and "characters with the same or similar meanings" are divided into four categories: sound, shape and meaning. "form and sound synthesis" accounts for the highest proportion of the total number of other characters. It can be seen from this that Japanese students did not fully understand the motivation of Chinese character formation when they learned Chinese, especially at the primary stage, and that is why. The most difficult Chinese simplified words for Japanese students to understand are pictophonetic characters and homonyms. In the error analysis part, the author thinks that the influence of Japanese negative transfer can not be underestimated, Japanese Chinese characters have negative transfer effect on the writing of Chinese characters in form, pronunciation and meaning, Japanese students do not understand the motivation of Chinese characters. The internal structure of words and the relationship between several Chinese characters they make up are also obstacles to their acquisition of Chinese characters. From a psychological point of view, the similar characters in Chinese and Japanese characters have caused great interference to Japanese students. Too much attention to differences will also lead to the occurrence of errors in the writing of Chinese and Japanese homotypic Chinese characters. In addition, the taciturn character of Japanese students and the whole teaching environment of Chinese characters to Japan also affect their acquisition of Chinese characters. Based on the analysis of the causes of errors, the author puts forward the idea of changing Japanese students' Chinese characters, explaining the motivation of Chinese characters' construction, paying attention to the correct pronunciation of Chinese characters, comparing and analyzing the Chinese characters between China and Japan, and making a comparative analysis of the Chinese characters in Chinese and Japanese characters. There are four suggestions on how to distinguish the meaning, especially the form, and how to develop the independent Chinese character course in the teaching of foreign Chinese characters.
【學(xué)位授予單位】：遼寧師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類號(hào)】：H195.3

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本文編號(hào)：2052068