【摘要】：本研究試通過實(shí)驗(yàn)考查沒有漢語學(xué)習(xí)經(jīng)驗(yàn)的日語母語者對漢日同形詞的認(rèn)知情況。要求日語為母語的零起點(diǎn)漢語學(xué)習(xí)者(以下稱漢語零基礎(chǔ)日語母語者)對《漢語水平詞匯與漢字等級大綱》中不同詞匯等級,和漢日詞義對比中不同語義類別的漢日同形詞進(jìn)行猜測,考察詞匯等級和詞匯語義類別對漢語零基礎(chǔ)日語母語者猜測漢日同形詞詞義的作用。結(jié)果顯示:首先,漢語零基礎(chǔ)日語母語者對甲、乙、丙、丁四個等級詞匯的猜測效果呈現(xiàn)遞減的趨勢,即對甲級詞的猜測效果最好,依次遞減。其次,漢語零基礎(chǔ)日語母語者對漢日同義詞、漢日類義詞、漢日異義詞的猜測效果也依次出現(xiàn)遞減的趨勢,即漢語零基礎(chǔ)日語母語者對漢日同義詞的猜測效果是最好的,對漢日類義詞的猜測效果其次,對漢日異義詞的猜測效果最差。比較以上兩個方面的具體數(shù)據(jù)可知,比起詞匯等級,詞匯的語義類別對漢語零基礎(chǔ)日語母語者猜測漢日同形詞詞義的影響更加明顯。最后,再進(jìn)一步考察每個語義類別中不同詞匯等級漢日同形詞的猜測情況后得出,漢日同義詞中甲、丁級詞匯的猜測情況是最好的,而乙、丙級詞匯的猜測情況較差;漢日類義詞中,甲、乙、丙級詞匯的猜測情況較好,丁級的猜測情況則較之相差很多;漢日異義詞的猜測情況整體較差。本研究的結(jié)果表明,沒有漢語學(xué)習(xí)經(jīng)驗(yàn)的日語母語者對漢日同形詞的認(rèn)知情況主要受漢日同形詞的語義類別影響。漢語零基礎(chǔ)日語母語者對漢日同義同形詞的認(rèn)知情況最佳,漢日類義同形詞的其次,漢日異義同形詞的最差。本研究對對日漢語教學(xué)的啟示:(1)在對日漢語教學(xué)課堂上,應(yīng)該多給日本學(xué)生講授一些關(guān)于漢日同形詞的元語言知識,如漢日同形詞中各類語義類別詞語的大概比率,有利于學(xué)生對漢日同形詞進(jìn)行猜測;(2)可利用漢日同形詞中出現(xiàn)的語素,利用語素教學(xué)法,引導(dǎo)學(xué)生學(xué)習(xí)其他包含漢日同形詞中語素的漢語詞語;(3)可以單獨(dú)制作配合漢語詞匯大綱的漢日同形詞大綱,標(biāo)出各等級中漢日同形詞的語義類別,方便日本學(xué)生對照學(xué)習(xí)、記憶;(4)在對日漢語教學(xué)的國別化教材中,可以將漢日同形詞的語義類別標(biāo)出,加入漢日同形詞的語義辨析,幫助學(xué)生正確識記漢日同形詞的語義。
[Abstract]:The present study investigates the cognition of Chinese and Japanese homographs to Japanese native speakers who have no experience in learning Chinese. Chinese learners who require Japanese as their mother tongue (hereinafter referred to as the native speakers of Chinese zero-base Japanese) have different lexical levels in outline of Chinese level Vocabulary and Chinese characters, In this paper, Chinese and Japanese homographs with different semantic categories in comparison between Chinese and Japanese are conjectured, and the effects of lexical level and lexical semantic category on Chinese and Japanese homographs' meanings are investigated. The results show that: first of all, the Chinese native speakers of zero-base Japanese have a decreasing tendency to guess the words of A, B, C and D, that is, the guessing effect of Grade A words is the best and decreasing in turn. Secondly, the guess effect of Chinese and Japanese synonyms, Chinese-Japanese synonyms and Chinese-Japanese dissynonyms is decreasing in turn, that is, the Chinese zero-base Japanese native speakers have the best guess effect on Chinese and Japanese synonyms. The guess effect of Chinese and Japanese semantic words is the second, and the guess effect of Chinese and Japanese missense words is the worst. Compared with the above two aspects of the specific data, compared with the lexical level, the semantic category of vocabulary has a more obvious effect on Chinese and Japanese homographs guessing the meaning of Chinese and Japanese homographs. Finally, after further studying the conjecture of Chinese and Japanese homographs with different lexical levels in each semantic category, it is concluded that the guesses of Chinese and Japanese synonyms of Grade A and Grade D are the best, while those of Grade B and Grade C are worse. In Chinese and Japanese semantic words, the guesses of A, B and C are better, while the guesses of Grade D are much different, while the guesses of Chinese and Japanese disjunctive words are worse on the whole. The results of this study show that the cognition of Chinese and Japanese homographs among native Japanese speakers without Chinese learning experience is mainly influenced by the semantic categories of Chinese and Japanese homographs. The native speakers of Chinese and Japanese have the best cognition of Chinese and Japanese synonyms, followed by Chinese and Japanese synonyms, and Chinese and Japanese isomorphic words are the worst. The implications of this study for Japanese Chinese teaching are as follows: (1) Japanese students should be taught more about the metalinguistic knowledge of Chinese and Japanese homographs, such as the approximate ratio of various semantic category words in Chinese and Japanese homographs. It is helpful for students to guess the homographs in Chinese and Japanese; (2) to use morpheme in the homographs of Chinese and Japanese, and to use morpheme teaching method. To guide students to learn other Chinese words that contain morphemes in Chinese and Japanese homographs; (3) to make the syllabus of Chinese and Japanese homographs in conjunction with Chinese vocabulary separately, and to mark out the semantic categories of Chinese and Japanese homographs at all levels, so as to facilitate Japanese students' comparative study. (4) in the teaching of Japanese Chinese, the semantic categories of Chinese and Japanese homographs can be marked out, and the semantic differentiation of Chinese and Japanese homographs can be added to help students correctly remember the semantics of Chinese and Japanese homographs.
【學(xué)位授予單位】：內(nèi)蒙古師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：H195.3

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