以中文为母语的日语学习者对日语近义词“普通”和“一般”的习得

发布时间：2018-05-02 07:44

本文选题：近义词 + 普通　；参考：《大连理工大学》2013年硕士论文

【摘要】：本文以日中同形近义词“普通”和“一般”为研究对象,在对中日双语中的“普通”和“一般”进行词义辨析析的基础上,对中国日语学习者的习得现状进行了考察,并从母语特移的角度对该现状进行了怠结,进而及语言输入的视点对寻致该现状的原因进行了解析,以求对近义词方面的日语教学有所参考。参考先行研究中对日语“フツウ”和“イッパン”的辨析方法,本文利用《人民日报》的搜索引擎搜集了包含中文“普通”和“一般”的例句各500例,以替换法对中文近义词“普通”和“一般”进行了辨析。并将辨析结果与先行研究中日语“フツウ”和“イッパン”的辨析结果进行了中日对照比较。母语转移现象一般出现在受容、产出、学习三今领域。通过对先行研究的总结,发现之前的研究多集中于受容方面的考察,故而本文在受容方面采用优先度调查、产出方面采用语料库调查的方法,从受容和产出两个角度对中国日语学习者的习得现状进行了考察和分析。通过优先度调查发现,即便在中日“普通”,和“一般”词义辨析相同的用法中,学习者依然无法准确判断正误,在受容方面没有出现母语的正转移。通过语料库调查发现,学习者对“フツウ”和“イッパン”的正确使用例几乎全部集中在中日共同的用法,而所有的误用例则集中在中日不同的用法上,出现了母语的正转移及负特移。针对上述母语正转移只出现在产出方面而没有出现在受容方面的现象,本文引入语言输入理论,及语言输入中只存在肯定证据(即正确的使用方法),而没有否定证据(即错误的使用方法)的角度进行了解析,指出了对否定证据的明示在日语教学指寻上的必要性。并提议,在近义词尤其是日中同形近义词的教学中不座局限于辞典中近义词互相释义的解释,而是应该系统地总结近义词之间的异同点、明碗日语和中文的异同,指明正确的使用方法和错误的使用方法,大量举出例句、进行着重辨析。
[Abstract]:Taking the synonyms "ordinary" and "general" as the objects of study, this paper investigates the acquisition status of Chinese Japanese learners on the basis of analyzing the meanings of "ordinary" and "general" in Chinese and Japanese bilingualism. From the point of view of the special shift of mother tongue, this paper makes a conclusion of the present situation, and then analyzes the reasons of finding the present situation from the viewpoint of language input, in order to provide some reference for the Japanese teaching of synonyms. Referring to the methods of discriminating Japanese "Li Li" and "Li Li", this paper uses the search engine of "People's Daily" to collect 500 examples of "ordinary" and "general" sentences in Chinese. This paper distinguishes Chinese synonyms "common" and "general" by substitution method. The results of discrimination are compared with those of Chinese and Japanese. Mother tongue transfer phenomenon generally appears in tolerance, output, learning three fields. Through the summary of the first research, it is found that most of the previous studies focused on the acceptance of capacity, so this paper adopts priority survey in tolerance and corpus survey on output. This paper investigates and analyzes the acquisition status of Chinese Japanese learners from the perspectives of tolerance and output. Through the priority survey, it is found that even in the same usage of Chinese and Japanese "ordinary" and "general" words, learners still can not accurately judge the correctness and error, and there is no positive transfer of their mother tongue in terms of tolerance. Through a corpus survey, it is found that learners' correct use cases of "Li Li" and "Li Li" are almost all concentrated in the common usage between China and Japan, while all misuse cases are concentrated on different usage between China and Japan. There is a positive shift and a negative shift in the mother tongue. In view of the phenomenon that the positive transfer of mother tongue appears only in the aspect of output but not in the aspect of tolerance, this paper introduces the theory of language input. From the point of view that there is only positive evidence (that is, correct use method) in language input, there is no negative evidence (that is, wrong use method), this paper points out the necessity of the ostensibility of negative evidence in Japanese teaching. It is suggested that the teaching of synonyms, especially Japanese and Chinese synonyms, should not be confined to the interpretation of synonyms in the dictionary, but should systematically summarize the similarities and differences between synonyms and the similarities and differences between Japanese and Chinese. Point out the correct use method and the wrong use method, cite a large number of examples, and focus on discrimination.
【学位授予单位】：大连理工大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H36-4

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