日本留学生汉日双音节同形词学习中的偏误研究

发布时间：2018-03-01 15:00

本文关键词： 汉日同形词偏误分析双音节词差异　出处：《吉林大学》2012年硕士论文　论文类型：学位论文

【摘要】：同属于汉字文化圈的汉语、日语中都存在着大量的同形汉字词。从某种角度看这些中日同形词在两国的经济、政治、文化交流和发展上起了一定的积极作用，为两国学者们在语言学习上提供一定的便利条件。同时我们也看到随着中日两国的不断发展和变化，汉日同形词中有很大一部分在意义和使用方法等方面呈现出差异。这些词在意义和用法上有些是完全相同或相近，有的却截然不同。对于学习汉语的日本留学生来说，汉日同形词既有容易理解和掌握的一面，同时也有因为对同形词理解不够充分而导致的误用。本文在阐述汉日同形词的概念及其意义的基础上，针对初级日本留学生学习汉语的情况，对日本留学生在学习双音节的同形词词义理解和使用方面做了问卷调查，基于数据调查报告对汉日同形词产生的偏误类型进行归纳，并对产生偏误的原因进行了系统的分析。在偏误分析过程中，总结提出日本留学生在学习汉日同形词过程中应该采取的学习策略，在教学过程中，要从教学的主体和客体两方面去营造良好的语言学习环境，，在课堂上用汉语开展讨论等形式，充分调动学生的学习积极性，利用汉日同形词的偏误分析，对比出汉语同形词的差异和特点，使日本学习者的优势得到更大的发挥。在学习方法上注意在汉日同形词的对比研究中抓住主要词性和用法的不同，充分利用词典等工具书对比两者在词义、功能和语感上的差异，深入理解同形词的含义，展开对比练习，让学生对这种差异有更加全面深刻的认识，举一反三掌握汉日同形词的正确用法。笔者希望通过本文的阐述能给日本留学生学习汉日双音节同形词提供指导和建议，避免母语负迁移的影响，养成汉语思维习惯，辨析汉日同形词在词义上的细微差异（感情色彩、褒贬含义、描写对象、含义范围等），有方法有步骤的去学习词汇，从而提高汉语水平，希望能对对外汉语教学中词汇教学方面提供帮助，提高解决教学中因日语汉字和汉语汉字相同而产生偏误。
[Abstract]:There are a large number of homotypic Chinese words in Japanese, which belong to the Chinese cultural circle. From a certain point of view, these Chinese and Japanese homographs have played a positive role in the economic, political, cultural exchanges and development of the two countries. We also see that with the continuous development and change of China and Japan, A large part of Chinese and Japanese homographs show differences in meaning and usage, some of which are identical or similar in meaning and usage, and some are quite different. For Japanese students studying Chinese, Chinese and Japanese homonyms are easy to understand and master. At the same time, there are some misuses caused by inadequate understanding of homographs. This paper, on the basis of explaining the concept and meaning of homographs in China and Japan, aims at the situation of primary Japanese students studying Chinese. This paper makes a questionnaire survey on the understanding and use of homotypic words in the study of disyllabic words by Japanese students. Based on the data survey report, the paper sums up the types of errors caused by homographs in Chinese and Japanese. In the process of error analysis, the author summarizes and puts forward the learning strategies that Japanese students should adopt in the process of learning Chinese and Japanese homographs. It is necessary to create a good language learning environment from both the subject and object aspects of teaching, to carry out discussions in Chinese in class, to fully arouse students' enthusiasm in learning, and to make use of the error analysis of homographs in Chinese and Japanese. By comparing the differences and characteristics of Chinese homographs, the advantages of Japanese learners are brought into full play. In learning methods, we should pay attention to the differences of main parts of speech and usage in the contrastive study of Chinese and Japanese homographs. Make full use of the dictionary and other reference books to compare the differences in the meaning, function and sense of language between the two, understand the meaning of homographs in depth, and carry out contrastive exercises, so that students can have a more comprehensive and profound understanding of this difference. The author hopes that this paper can provide guidance and advice for Japanese students to learn Chinese and Japanese dicyllabic homographs, avoid the influence of negative transfer of their mother tongue, and develop the habit of thinking in Chinese. In order to improve the level of Chinese, Chinese and Japanese homographs, they are distinguished from each other in terms of their subtle differences in the meaning of words (emotion, appreciation and derogation, objects of description, range of meanings, etc.). There are ways and means to learn vocabulary step by step, so as to improve the level of Chinese. It is hoped that it can help the vocabulary teaching in teaching Chinese as a foreign language, and solve the errors caused by the same Japanese and Chinese characters in teaching.
【学位授予单位】：吉林大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H195

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