日语母语者学习汉日同形词偏误分析与教学对策

发布时间：2018-05-01 20:18

本文选题：汉日同形词 + 偏误分析　；参考：《吉林大学》2011年硕士论文

【摘要】：中日两国同属汉字文化圈,因此存在着大量的同形汉字词。汉日同形词同中有异,异中有同。日本学习者学习汉语时,容易“顾名思义”、“望文生义”,借用母语策略泛化,受到母语负迁移影响,产生偏误。因此,在对日汉语词汇教学中,汉日同形词的教学尤为重要。本文将汉日同形词分为同形同义词、同形异义词和同形近义词。随机抽取三类同形词,从北京语言大学语料库收集偏误语料,并进行分类。然后,对偏误句进行综合统计和分析。根据统计结果和偏误分析,总结偏误原因,提出教学对策。首先,按照区分标准划分为同形同义词偏误句、同形异义词偏误句及同形近义词偏误句;其次,将三类同形词偏误句按照偏误类型,划分为词义偏误、搭配偏误、词类偏误及语用偏误。在三类汉日同形词偏误句中,同形近义词偏误占偏误总量比例最大;其次是同形同义词偏误;而同形异义词偏误所占比例最小。在偏误类型的综合统计中,词义偏误所占比例最大,达到60%;其次是搭配偏误;再次是词类偏误;语用偏误所占比例最小。通过偏误统计和分析,总结出偏误产生的原因有母语负迁移影响、同音词及近义词影响、工具书影响和回避策略。尤其在母语负迁移影响下,日语母语者对同形近义词的汉日不同意义掌握不准,以至直接套用母语的搭配、词性、用法、色彩等,造成多方面的偏误。在此基础上,对削弱学习者母语负迁移意识、重视同音近义词教学及预防偏误,提出了具体的教学建议。在词汇教学和同形词辨析过程中,要明确教学重难点及弱点,不仅要从词义入手,还要从词性、词的内部结构、使用情况等方面去判断,把意义、语法功能及色彩联系起来,全面剖析和比较,重点揭示其差别,使学习者对汉语的掌握从单纯的记与背的感性阶段上升到理解和认识的理性阶段,从而有效地防止母语负迁移现象的产生,提高学习效率。
[Abstract]:China and Japan belong to Chinese culture circle, so there are a lot of homotypic Chinese characters. Chinese and Japanese homonyms have differences in similarities and differences. When Japanese learners learn Chinese, it is easy to "as the name implies" and "to understand the meaning of the word", and to use the mother tongue strategy to generalize, which is influenced by the negative transfer of the mother tongue, resulting in errors. Therefore, the teaching of Chinese and Japanese homographs is particularly important in the teaching of Japanese Chinese vocabulary. In this paper, Chinese and Japanese homographs are divided into synonyms, synonyms and synonyms. Three homographs were randomly selected and collected from the corpus of Beijing language and language University. Then, the error sentence comprehensive statistics and analysis. According to the statistical results and error analysis, the causes of errors are summarized and teaching countermeasures are put forward. First of all, according to the differentiation criterion, it is divided into homomorphic synonym error sentence, homomorphic synonym error sentence and homomorphic synonym error sentence; secondly, three kinds of homographs error sentences are divided into synonym errors and collocation errors according to the type of errors. Part of speech errors and pragmatic errors. Among the three types of homographs in Chinese and Japanese synonyms errors account for the largest proportion of the total errors followed by synonym errors and homograph synonyms error the smallest proportion. In the comprehensive statistics of the types of errors, the proportion of word meaning errors is the largest, reaching 60%, followed by collocation errors; again, the category errors; pragmatic errors account for the least proportion. Through the statistics and analysis of errors, it is concluded that the causes of errors are the negative transfer of mother tongue, the influence of homonyms and synonyms, the influence of reference books and avoidance strategies. Especially under the influence of negative transfer of mother tongue, the native speakers of Japanese do not master the different meanings of homomorphic synonyms in Chinese and Japanese, and even directly apply the collocation, part of speech, usage, color and so on, which cause many errors. On this basis, some concrete teaching suggestions are put forward to weaken learners' consciousness of negative transfer of mother tongue, to pay attention to synonym teaching and to prevent errors. In the process of lexical teaching and homograph analysis, it is necessary to make clear the difficulties and weaknesses in teaching, not only from the aspects of word meaning, but also from the aspects of part of speech, internal structure and usage of words, so as to connect meaning, grammatical function and color. Through comprehensive analysis and comparison, the differences are revealed so that the learners' mastery of Chinese is raised from the simple perceptual stage of memorizing and reciting to the rational stage of understanding and understanding, thus effectively preventing the emergence of the phenomenon of negative transfer of mother tongue and improving the learning efficiency.
【学位授予单位】：吉林大学
【学位级别】：硕士
【学位授予年份】：2011
【分类号】：H36

【参考文献】