日本留学生学习汉语“好”字反语句的偏误分析
发布时间：2018-10-30 13:11
【摘要】：本论文从汉语同日语中存在的同一词汇“好”字出发,对“好”字在汉日两种语言中反语的使用情况进行对比分析,找到两种语言中“好”字在反语使用上的可比性。以日语为母语的汉语学习者作为考察研究对象,通过调查问卷的形式对母语为日语的汉语学习者进行偏误方面的调查,以得出的相应的结果分析出现偏误的原因以总结出相应的结论。 日本语言承接了中国传统语言文字的基础,随着时间的推移,语言开始有了它自己的发展方向,因此就差异性来讲,不管是从语言结构上还是用法习惯上都能寻见汉日之间细微的差异,存在差异的同时也存在很多相似的对应之处,而这些差异性和对应性正是两种语言对比的基础,从中就能寻见其可比性,正是这种可比性的存在与否成就了这项研究成立与否的基础。对于母语为日语的汉语学习者一方来说汉语就成为他们的第二语言。对于这些汉语学习者而言在汉语的整个习得过程、习得顺序上都有许多值得研究的地方,而在汉日语言的范围内就以上汉日语言之间的差异性和对应性所述,不论语音、语义、语法还是词汇方面,在习得过程、习得顺序的研究上都就能寻见研究空间。 本文就日语中「いい」(汉语中的“好”)的反语用法,根据日语词条出现的解释和用法同汉语中的进行比较,从辞书的翻译解释入手,通过汉日语言中使用频率较高的反语例句作为分析对象,找到二语言在反语使用中结构上和用法上的相似之处和相异之处,分析预测可能出现偏误的类型,根据“好”在两语言中反语用法上的分类情况进行调查问卷的设计,之后主要通过对华中师范大学国际文化交流学院的日本留学生进行问卷式调查,通过调查得出结果来分析日本留学生主要出现偏误的类型和原因,提出在对日汉语教学中关于“好”字反语句在习得过程中教师需要取舍哪些要素来更好的实施教学,应该是首先从出现负迁移比例比较高的语法点上进行突破,还是应该从两语言中较为相似的语法点开始实施教学,教学过程中词汇句法的学习和情境训练应该占到课堂教学的多少等等问题。而对于学习者而言,学习汉语“好”字反语句,应是尽量避免母语负迁移的发生,在反语的学习上在哪些知识点上应该是在对比下学习,在哪些点上应该是摒弃母语思维进行学习,这些都是值得思考的。此论文就以上提出的问题进行调查研究得出相应的教学策略和学习策略,提出笔者在“好”字反语教学和学习上的相应观点,也希望这些结论的得出能够在对日汉语教学以及推广中起到一定积极的指导作用。
[Abstract]:Starting from the same word "good" in Chinese and Japanese, this paper makes a comparative analysis of the use of "good" in both Chinese and Japanese, and finds out the comparability of the use of "good" in the use of irony in the two languages. Taking Japanese as the mother tongue of Chinese learners as the object of study, this paper investigates the errors of Chinese learners whose mother tongue is Japanese by means of questionnaire. With the corresponding results, the causes of errors are analyzed to summarize the corresponding conclusions. The Japanese language has taken over the foundation of the Chinese traditional language and characters. With the passage of time, the language has its own direction of development, so in terms of differences, The subtle differences between Chinese and Japanese can be found in terms of language structure and usage idioms. There are also many similarities between the two languages, and these differences and correspondence are the basis of the contrast between the two languages. It can be found that the comparability is the foundation of this study. For Chinese learners whose mother tongue is Japanese, Chinese becomes their second language. For these Chinese learners, there are many aspects worth studying in the whole process of Chinese acquisition, but in the scope of Chinese and Japanese languages, the differences and correspondence between Chinese and Japanese languages, regardless of pronunciation, semantics, are discussed. In the aspect of grammar and vocabulary, the research space can be found in the process of acquisition and the study of acquisition sequence. In this paper, according to the explanation and usage of Japanese entries, the author makes a comparison between the Chinese and Japanese expressions for the irony of "Jiao" ("good" in Chinese), starting with the interpretation of the translation of dictionaries. Through the use of high-frequency idioms in the Chinese and Japanese languages as the object of analysis, the similarities and differences between the structure and usage of the second language in the use of irony are found, and the types of errors that may occur are analyzed and predicted. According to the classification of "good" in the use of irony in the two languages, the questionnaire was designed, and the questionnaire was mainly conducted on the Japanese students from the School of International Cultural Exchange of Central China normal University. Through the investigation, the author analyzes the types and causes of errors among Japanese students, and points out which elements teachers should choose and choose in order to implement the teaching better in the process of "good" reverse sentence in Japanese Chinese teaching. Should we first make a breakthrough at the grammatical points where the negative transfer ratio is relatively high, or should we start teaching from the more similar grammatical points in the two languages? In the process of teaching, vocabulary and syntax learning and situational training should account for the amount of classroom teaching and so on. To the learners, the reverse sentence of "good" in learning Chinese should avoid the negative transfer of mother tongue as far as possible, and what knowledge points should be learned by contrast in the study of irony? It is worth thinking about where one should abandon one's native language thinking and learn. This paper investigates and studies the above questions and puts forward the corresponding teaching strategies and learning strategies, and puts forward the author's corresponding views on the teaching and learning of "good" irony. I also hope that these conclusions can play a positive role in Japanese Chinese teaching and promotion.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H195
本文编号：2300102
[Abstract]:Starting from the same word "good" in Chinese and Japanese, this paper makes a comparative analysis of the use of "good" in both Chinese and Japanese, and finds out the comparability of the use of "good" in the use of irony in the two languages. Taking Japanese as the mother tongue of Chinese learners as the object of study, this paper investigates the errors of Chinese learners whose mother tongue is Japanese by means of questionnaire. With the corresponding results, the causes of errors are analyzed to summarize the corresponding conclusions. The Japanese language has taken over the foundation of the Chinese traditional language and characters. With the passage of time, the language has its own direction of development, so in terms of differences, The subtle differences between Chinese and Japanese can be found in terms of language structure and usage idioms. There are also many similarities between the two languages, and these differences and correspondence are the basis of the contrast between the two languages. It can be found that the comparability is the foundation of this study. For Chinese learners whose mother tongue is Japanese, Chinese becomes their second language. For these Chinese learners, there are many aspects worth studying in the whole process of Chinese acquisition, but in the scope of Chinese and Japanese languages, the differences and correspondence between Chinese and Japanese languages, regardless of pronunciation, semantics, are discussed. In the aspect of grammar and vocabulary, the research space can be found in the process of acquisition and the study of acquisition sequence. In this paper, according to the explanation and usage of Japanese entries, the author makes a comparison between the Chinese and Japanese expressions for the irony of "Jiao" ("good" in Chinese), starting with the interpretation of the translation of dictionaries. Through the use of high-frequency idioms in the Chinese and Japanese languages as the object of analysis, the similarities and differences between the structure and usage of the second language in the use of irony are found, and the types of errors that may occur are analyzed and predicted. According to the classification of "good" in the use of irony in the two languages, the questionnaire was designed, and the questionnaire was mainly conducted on the Japanese students from the School of International Cultural Exchange of Central China normal University. Through the investigation, the author analyzes the types and causes of errors among Japanese students, and points out which elements teachers should choose and choose in order to implement the teaching better in the process of "good" reverse sentence in Japanese Chinese teaching. Should we first make a breakthrough at the grammatical points where the negative transfer ratio is relatively high, or should we start teaching from the more similar grammatical points in the two languages? In the process of teaching, vocabulary and syntax learning and situational training should account for the amount of classroom teaching and so on. To the learners, the reverse sentence of "good" in learning Chinese should avoid the negative transfer of mother tongue as far as possible, and what knowledge points should be learned by contrast in the study of irony? It is worth thinking about where one should abandon one's native language thinking and learn. This paper investigates and studies the above questions and puts forward the corresponding teaching strategies and learning strategies, and puts forward the author's corresponding views on the teaching and learning of "good" irony. I also hope that these conclusions can play a positive role in Japanese Chinese teaching and promotion.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H195
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