基于HSK动态作文语料库的日本学生汉字书写偏误分析及教学对策

发布时间：2018-06-22 07:22

本文选题：日本学生 + 汉字书写偏误　；参考：《辽宁师范大学》2013年硕士论文

【摘要】：对外汉字教学一直是对外汉语教学界的研究热点,其中针对不同国别学生的母语实际,开展有针对性的教学与研究是近十几年来学者们普遍关注的课题,但其开展的程度还很不够。尤其是在对日汉字教学方面,研究成果的数量可谓是凤毛麟角。这与作为海外学习汉语人数最多的国家——日本的地位很不相称。基于这种情况,笔者选取了对日汉字教学这一研究课题,从日本学生书写汉语汉字偏误分析角度入手,在原有关于日本学生习得汉语汉字的研究基础上,分析其书写偏误中的一些特殊现象及产生该现象的主要原因,为对外汉字教学方法的丰富提供参考价值。笔者本着系统、可靠、实用的原则,从北京语言大学HSK动态作文语料库日本学生的200篇作文中找出220例书写错误进行统计分类,其中错字A类、错字B类和别字各占33.2%、27.7%和39.1%。错字A类又分为“繁简错误”和“日式汉字”两类,它们可以统称为汉日异形汉字。这种异形汉字产生的原因主要在于汉语汉字与日语汉字在简化与整理的数量、对象和方式上有所不同。错字B类又分为“部件层面”、“笔画层面”和“拼合字”三类,其中“拼合字”最具有特殊性,从中可以较为明显地看到汉语汉字和日语汉字对日本学生在习得汉字时的共同影响。别字部分从音、形、义三方面分为“别字与正字字音相同或相近”、“别字与正字字形相近”、“形音综合”及“字义相同或相近”四类,其中“形音综合”所占别字总数的比例最高,由此可见,日本学生在习得汉语(尤其是初级阶段)时,并没有完全理解汉字的造字理据,也正因为如此,日本学生最难理解的中国简化字就是“形声字”和“同音代替字”。在偏误分析部分,笔者认为日语负迁移的影响不可小觑,日本汉字在字形、字音和字义上都会对汉语汉字的书写产生负迁移作用；日本学生不懂得汉语汉字的造字理据,词语内部结构及他们组成的几个汉字之间的关系也是其习得汉语汉字的障碍；从心理学角度来说,汉日字形相近字对日本学生产生了较大的干扰,而过多地关注差异也会导致汉日同形汉字书写偏误的发生。另外,日本学生沉默寡言的性格和整个对日汉字教学环境也对其习得汉语汉字产生影响。基于对偏误原因产生的分析,笔者提出了转变日本学生的汉字观念,对其讲解汉语汉字的造字理据；注重正确的汉语汉字发音；对中日两国汉字进行对比分析,在音、形、义尤其是字形、字义上加以严格区分；加大对外汉字教学中独立汉字课的开展力度四方面建议。
[Abstract]:The teaching of Chinese characters as a foreign language has always been a hot topic in the field of teaching Chinese as a foreign language. But the extent of its development is not enough. Especially in the teaching of Japanese Chinese characters, the number of research results can be described as rare. This does not match the position of Japan, the country with the largest number of overseas Chinese learners. Based on this situation, the author chooses the research topic of teaching Chinese characters to Japan, starting with the analysis of errors in writing Chinese characters by Japanese students, and on the basis of the original research on the acquisition of Chinese characters by Japanese students. This paper analyzes some special phenomena in its writing errors and the main reasons for this phenomenon, which provides reference value for the enrichment of teaching methods of Chinese characters in foreign countries. On the basis of systematic, reliable and practical principles, 220 cases of writing errors were found out from 200 compositions of Japanese students in HSK dynamic composition corpus of Beijing language and language University. Among them, there are 33.22.7% and 39.1% of errors in category A, B and other characters, respectively. Category A is divided into two categories: "complicated and simplified error" and "Japanese Chinese character", which can be called Chinese and Japanese heteromorphic Chinese characters. The reason for this kind of abnormal Chinese characters is that the number, object and way of simplification and arrangement of Chinese characters and Japanese characters are different. Category B is divided into three categories: "component level", "stroke level" and "combination character". It is obvious that both Chinese and Japanese characters affect Japanese students' acquisition of Chinese characters. The part of other characters is divided into four categories: "other characters are the same or similar in pronunciation", "other characters are similar to orthographic characters", "shape and pronunciation synthesis" and "characters with the same or similar meanings" are divided into four categories: sound, shape and meaning. "form and sound synthesis" accounts for the highest proportion of the total number of other characters. It can be seen from this that Japanese students did not fully understand the motivation of Chinese character formation when they learned Chinese, especially at the primary stage, and that is why. The most difficult Chinese simplified words for Japanese students to understand are pictophonetic characters and homonyms. In the error analysis part, the author thinks that the influence of Japanese negative transfer can not be underestimated, Japanese Chinese characters have negative transfer effect on the writing of Chinese characters in form, pronunciation and meaning, Japanese students do not understand the motivation of Chinese characters. The internal structure of words and the relationship between several Chinese characters they make up are also obstacles to their acquisition of Chinese characters. From a psychological point of view, the similar characters in Chinese and Japanese characters have caused great interference to Japanese students. Too much attention to differences will also lead to the occurrence of errors in the writing of Chinese and Japanese homotypic Chinese characters. In addition, the taciturn character of Japanese students and the whole teaching environment of Chinese characters to Japan also affect their acquisition of Chinese characters. Based on the analysis of the causes of errors, the author puts forward the idea of changing Japanese students' Chinese characters, explaining the motivation of Chinese characters' construction, paying attention to the correct pronunciation of Chinese characters, comparing and analyzing the Chinese characters between China and Japan, and making a comparative analysis of the Chinese characters in Chinese and Japanese characters. There are four suggestions on how to distinguish the meaning, especially the form, and how to develop the independent Chinese character course in the teaching of foreign Chinese characters.
【学位授予单位】：辽宁师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195.3

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