对日本学生的汉语离合词教学研究

发布时间：2018-11-17 16:49

【摘要】：对于离合词的研究,以往多数的学者把学生使用离合词的偏误发生的原因都概括为母语干扰或过度类推,日本学生到底为什么会出现这样的偏误,他们在学习离合词时母语是如何干扰的,过度类推是语内规则的过度类推还是语际规则的过度类推,过去的研究没能很好的对日本学生使用离合词时出现的偏误进行深入的分析和研究。因此,本文在前人研究的基础之上,从汉语离合词在日语中的对应形式出发,对日本学生汉语VO型离合词的教学进行了深入的分析研究。文章共分为三部分：第一,汉语离合词在日语中的对应形式是复杂的,就句法对应形式而言,可以分为两类,一类是与复合动词对应的离合词,另一类是与词组对应的离合词；而语义上的对应形式可以分为三类,第一类是每个义项在日语中都有对应义项的离合词；第二类是部分义项在日语中有对应义项的离合词；最后一类是两个义项在日语中合并为一个义项的离合词。日本学生容易产生偏误的离合词是与复合动词对应的离合词。第二,我们选择了对应于日语复合动词的离合词,在调查问卷获得的语料基础之上,对不同阶段水平的日本学生在习得离合词过程中产生的偏误进行了全面的分析和研究,得出以下结论：初级阶段的学生偏误发生率较高的是那些和离合词有关较复杂的语法形式,比如：用补语扩展、离合词的特殊句式等。学生这些偏误的形成不仅和词汇有关,还和日语语法有关,但对于母语中没有的语法,学习者会到熟悉的外语中去寻求答案,这样就有两种形式的语际偏误,其一是母语和目的语之间的语际偏误,其二是第一外语和第二外语之间的语际偏误。中高级的学生出现偏误率较高的是离合词的高级语法形式,比如：语素是否应该脱落等。偏误的形式由语际偏误逐步转向语内偏误。第三,针对日本学生在习得离合词中的偏误分析得出的结论,同时结合本人的教学实践,日本学生在学习汉语离合词中存在两个大的问题,一个是所有外国学生在习得离合词中都存在的理论上的、教材和教师的不足.另一个是对日本学生的偏误问题认识的不够深入。最后本文针对离合词教学中存在的问题设计了一些相关的教学策略。这些教学策略分为两个方面,一个是宏观上的教学策略。包括一要加强汉日两种语言的对比教学研究；二要着重强调汉语离合词的交际技能；三要加强日本学生对汉语的语感；四要依据第二语言的习得规律,循序渐进的安排教学。微观上的教学策略主要是针对不同水平的日本学生设计的具体做法。
[Abstract]:In the past, most scholars used to generalize the reasons for students' errors in the use of clutch words as the interference of their mother tongue or excessive analogy. Why do Japanese students have such errors? How do they interfere with their mother tongue when they learn disjunctive words, the excessive analogy is the excessive analogy of the intra-language rule or the over-analogy of the interlingual rule, Previous studies have failed to make an in-depth analysis and study of errors in the use of clutch words by Japanese students. Therefore, on the basis of previous studies, this paper makes an in-depth analysis and study on the teaching of Chinese VO type clutch words for Japanese students from the corresponding form of Chinese words in Japanese. The paper is divided into three parts: first, the corresponding form of Chinese ionization words in Japanese is complex, as far as syntactic corresponding forms are concerned, they can be divided into two categories, one is the clutch words corresponding to compound verbs. The other is the disjunctive word corresponding to the phrase; The semantic corresponding forms can be divided into three categories: the first is that each meaning has the corresponding meaning in Japanese, the second is the partial meaning has the corresponding meaning in Japanese, the second kind is the partial meaning has the corresponding meaning in Japanese, the second kind is the partial meaning has the corresponding meaning in Japanese, the second kind is the partial meaning has the corresponding meaning in the Japanese. The last category is the separation of two meanings into a single meaning in Japanese. Japanese students are prone to errors in the clutch word and compound verb corresponding to the ionization word. Secondly, we choose the clutch words corresponding to Japanese compound verbs. On the basis of the data obtained from the questionnaire, we make a comprehensive analysis and research on the errors in the process of acquisition of the words in different stages of Japanese students. The following conclusions are drawn: the higher incidence of errors in the primary stage is the more complicated grammatical forms related to the clutch words such as the use of complement expansion the special sentence structure of the clutch words and so on. The formation of these errors is not only related to vocabulary, but also to Japanese grammar. However, for grammar that is not found in their mother tongue, learners will seek answers in familiar foreign languages, thus there are two forms of interlingual errors. One is the interlingual bias between the mother tongue and the target language, the other is the interlingual bias between the first and second foreign languages. The higher error rate of middle-and higher-level students is the higher grammatical form of clutch words, such as whether morpheme should be dropped off or not. The form of errors is gradually shifted from interlingual errors to intra-lingual errors. Thirdly, aiming at the conclusion of Japanese students' error analysis in the acquisition of Chinese words, and combining with their teaching practice, there are two big problems in Japanese students' learning Chinese words. One is the theoretical, textbook and teacher deficiencies of all foreign students in the acquisition of clutch words. The other is the understanding of Japanese students' bias problem is not deep enough. Finally, this paper designs some relevant teaching strategies for the problems in the teaching of clutch words. These teaching strategies are divided into two aspects, one is the macro teaching strategy. It includes: first, strengthening the contrastive teaching research between Chinese and Japanese; second, emphasizing the communicative skills of Chinese words; third, strengthening Japanese students' sense of language towards Chinese; fourth, arranging the teaching step by step according to the law of second language acquisition. Microcosmic teaching strategies are mainly designed for different levels of Japanese students.
【学位授予单位】：广西师范大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H195

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