日本学生习得汉语祈使句的情况考察及偏误分析

发布时间：2018-05-06 12:31

本文选题：祈使句 + 汉日对比　；参考：《吉林大学》2013年硕士论文

【摘要】：汉语祈使句在日常生活和交际中被广泛地应用，例如：我们要完成一个以请求或者要求为目的的交际行为，就会使用祈使句，只不过会因为交际双方的地位关系不同，祈使句的表达方式不尽相同，或者比较委婉、或者比较强硬，这样的不同只是语气的差异，但是都是祈使句的不同类别。同时在对外汉语教学系统中，祈使句也是一个十分重要的教学内容。但是在日语语言系统中，并没有祈使句这个概念，与之相对应的日语文法（日语称语法为“文法”）定义为“命令型”。从语用角度分析，无论是汉语语法中的祈使句还是日语文法中的命令型都表达的是要求听话人做或者不去做某件事的含义。但是两个不同生活背景的民族因为文化、历史、心理等各方面的差异，导致在句式的构成、词语的选择等方面，，这两种句式会有不同。本文以汉语和日语的祈使句对比入手，研究分析两种句式的异同，并以日本学生习得汉语祈使句为出发点，讨论对母语为日语的学生进行对外汉语教学时的教学方法和策略，以及对外汉语教学中教学方法的革新。第一部分为绪论，首先阐述本文选题的意义和研究范围，从古至今，中日两国在频繁地交往中相互学习，尤其在1972年中日恢复正常邦交以后掀起了一股汉语学习热，不论是在日本本土还是来华日本人，在对外汉语教学课堂中，日本人的身影越来越多，所以无论从古今意义来讲、还是从地理位置的近水楼台性，研究母语为日语的学习者的汉语学习情况、以及对他们的教学方法和策略已经成为一个必然的趋势。然后交待研究方法，文献综述和已经成体系的汉日对比研究成果：《马氏文通》（1898）首次从现代语言角度定义祈使句，随着语言理论的不断研究发展，到后来的“语气说”和“功能说”两个角度定义祈使句。笔者同意“功能说”，本文也是从功能说的角度展开论述。第二部分，从汉日祈使句的构成角度、语用角度详细分析说明构成祈使句的主语选择、谓语选择、语气词的选择和标点的使用等。第三部分，以问卷调查方式说明日本学生汉语祈使句习得的偏误情况并分析产生偏误的原因。学生的问题主要表现在：汉字使用错误、语序位置不当、动词使用不当、离合词误用以及汉语特殊句式“把”字句的使用偏误等。偏误产生的原因包括以下几个方面：母语的负迁移、学习策略不当、交际策略不当、文化差异以及客观条件的制约等。第四部分，以偏误产生的原因为出发点，阐述在教学中采取怎样的措施减少偏误，主要包括：教师的态度、外界因素对学生的影响、课堂时间的分配、关心学生、注重实践等方面。第五部分，从习得偏误出发，讨论目前对日汉语教学的教学现状及教学方法、策略的改变。具体分四个部分阐述：第一个方面是教学策略的改变、第二个方面是教学方法的创新、第三个方面是教材的改革、第四方面是对外汉语教师自身的管理和提高。最后为结语部分，提出了本篇的不足和继续研究努力的方向。
[Abstract]:Chinese Imperative Sentences are widely used in daily life and communication . For example , we need to complete a communicative action with the purpose of asking or asking for the purpose . It is only because the status of the two sides of the communication is different , the expressions of the imperative sentences are different , and the expressions of the imperative sentences are different . However , in the teaching system of the foreign language , the imperative sentence is also a very important teaching content . At the same time , in the Chinese teaching system to the outside world , the imperative sentence is also a very important teaching content .

From the pragmatic point of view , whether the imperative sentence in the Chinese grammar or the order form in Chinese grammar expresses the meaning of asking the listener to do or not to do something . But the two different backgrounds of life are different from each other , such as culture , history , psychology and so on .

The first part is the introduction , the significance and the research scope of this thesis are expounded first . From the ancient times , the two countries learn from each other frequently in frequent exchanges , especially in the Chinese teaching classroom in 1972 .

In the second part , from the perspective of the composing of the imperative sentence in the Han Dynasty , the author makes a detailed analysis of the choice of the subject , the choice of predicate , the choice of words and the use of punctuation .

The third part , by means of questionnaire , illustrates the error of Chinese language acquisition in Japanese students and analyzes the causes of bias . The main problems of students ' problems include : the use of Chinese characters , improper use of words , improper use of verbs , the misuse of clutch words and the use of special sentences in Chinese . The causes of bias include the negative transfer of the mother tongue , improper learning strategies , improper communication strategies , cultural differences and the restriction of objective conditions .

The fourth part , based on the reason of bias , expounds how to reduce the bias in teaching , mainly includes : the teacher ' s attitude , the influence of the external factors on the students , the allocation of classroom time , the concern of students , and the practice of practice .

The fifth part discusses the current situation of Chinese teaching and the change of teaching methods and strategies from the perspective of acquisition bias . The first aspect is the change of teaching strategy , the second aspect is the innovation of teaching method , the third is the reform of teaching material , and the fourth aspect is the management and improvement of Chinese teachers themselves .

At last , we put forward the deficiency of this text and the direction of continuing research efforts .

【学位授予单位】：吉林大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195.3

【参考文献】