以日语为母语的零起点汉语学习者猜测汉日同形词词义的研究
发布时间：2018-08-17 18:15
【摘要】：本研究试通过实验考查没有汉语学习经验的日语母语者对汉日同形词的认知情况。要求日语为母语的零起点汉语学习者(以下称汉语零基础日语母语者)对《汉语水平词汇与汉字等级大纲》中不同词汇等级,和汉日词义对比中不同语义类别的汉日同形词进行猜测,考察词汇等级和词汇语义类别对汉语零基础日语母语者猜测汉日同形词词义的作用。结果显示:首先,汉语零基础日语母语者对甲、乙、丙、丁四个等级词汇的猜测效果呈现递减的趋势,即对甲级词的猜测效果最好,依次递减。其次,汉语零基础日语母语者对汉日同义词、汉日类义词、汉日异义词的猜测效果也依次出现递减的趋势,即汉语零基础日语母语者对汉日同义词的猜测效果是最好的,对汉日类义词的猜测效果其次,对汉日异义词的猜测效果最差。比较以上两个方面的具体数据可知,比起词汇等级,词汇的语义类别对汉语零基础日语母语者猜测汉日同形词词义的影响更加明显。最后,再进一步考察每个语义类别中不同词汇等级汉日同形词的猜测情况后得出,汉日同义词中甲、丁级词汇的猜测情况是最好的,而乙、丙级词汇的猜测情况较差;汉日类义词中,甲、乙、丙级词汇的猜测情况较好,丁级的猜测情况则较之相差很多;汉日异义词的猜测情况整体较差。本研究的结果表明,没有汉语学习经验的日语母语者对汉日同形词的认知情况主要受汉日同形词的语义类别影响。汉语零基础日语母语者对汉日同义同形词的认知情况最佳,汉日类义同形词的其次,汉日异义同形词的最差。本研究对对日汉语教学的启示:(1)在对日汉语教学课堂上,应该多给日本学生讲授一些关于汉日同形词的元语言知识,如汉日同形词中各类语义类别词语的大概比率,有利于学生对汉日同形词进行猜测;(2)可利用汉日同形词中出现的语素,利用语素教学法,引导学生学习其他包含汉日同形词中语素的汉语词语;(3)可以单独制作配合汉语词汇大纲的汉日同形词大纲,标出各等级中汉日同形词的语义类别,方便日本学生对照学习、记忆;(4)在对日汉语教学的国别化教材中,可以将汉日同形词的语义类别标出,加入汉日同形词的语义辨析,帮助学生正确识记汉日同形词的语义。
[Abstract]:The present study investigates the cognition of Chinese and Japanese homographs to Japanese native speakers who have no experience in learning Chinese. Chinese learners who require Japanese as their mother tongue (hereinafter referred to as the native speakers of Chinese zero-base Japanese) have different lexical levels in outline of Chinese level Vocabulary and Chinese characters, In this paper, Chinese and Japanese homographs with different semantic categories in comparison between Chinese and Japanese are conjectured, and the effects of lexical level and lexical semantic category on Chinese and Japanese homographs' meanings are investigated. The results show that: first of all, the Chinese native speakers of zero-base Japanese have a decreasing tendency to guess the words of A, B, C and D, that is, the guessing effect of Grade A words is the best and decreasing in turn. Secondly, the guess effect of Chinese and Japanese synonyms, Chinese-Japanese synonyms and Chinese-Japanese dissynonyms is decreasing in turn, that is, the Chinese zero-base Japanese native speakers have the best guess effect on Chinese and Japanese synonyms. The guess effect of Chinese and Japanese semantic words is the second, and the guess effect of Chinese and Japanese missense words is the worst. Compared with the above two aspects of the specific data, compared with the lexical level, the semantic category of vocabulary has a more obvious effect on Chinese and Japanese homographs guessing the meaning of Chinese and Japanese homographs. Finally, after further studying the conjecture of Chinese and Japanese homographs with different lexical levels in each semantic category, it is concluded that the guesses of Chinese and Japanese synonyms of Grade A and Grade D are the best, while those of Grade B and Grade C are worse. In Chinese and Japanese semantic words, the guesses of A, B and C are better, while the guesses of Grade D are much different, while the guesses of Chinese and Japanese disjunctive words are worse on the whole. The results of this study show that the cognition of Chinese and Japanese homographs among native Japanese speakers without Chinese learning experience is mainly influenced by the semantic categories of Chinese and Japanese homographs. The native speakers of Chinese and Japanese have the best cognition of Chinese and Japanese synonyms, followed by Chinese and Japanese synonyms, and Chinese and Japanese isomorphic words are the worst. The implications of this study for Japanese Chinese teaching are as follows: (1) Japanese students should be taught more about the metalinguistic knowledge of Chinese and Japanese homographs, such as the approximate ratio of various semantic category words in Chinese and Japanese homographs. It is helpful for students to guess the homographs in Chinese and Japanese; (2) to use morpheme in the homographs of Chinese and Japanese, and to use morpheme teaching method. To guide students to learn other Chinese words that contain morphemes in Chinese and Japanese homographs; (3) to make the syllabus of Chinese and Japanese homographs in conjunction with Chinese vocabulary separately, and to mark out the semantic categories of Chinese and Japanese homographs at all levels, so as to facilitate Japanese students' comparative study. (4) in the teaching of Japanese Chinese, the semantic categories of Chinese and Japanese homographs can be marked out, and the semantic differentiation of Chinese and Japanese homographs can be added to help students correctly remember the semantics of Chinese and Japanese homographs.
【学位授予单位】：内蒙古师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H195.3
本文编号：2188484
[Abstract]:The present study investigates the cognition of Chinese and Japanese homographs to Japanese native speakers who have no experience in learning Chinese. Chinese learners who require Japanese as their mother tongue (hereinafter referred to as the native speakers of Chinese zero-base Japanese) have different lexical levels in outline of Chinese level Vocabulary and Chinese characters, In this paper, Chinese and Japanese homographs with different semantic categories in comparison between Chinese and Japanese are conjectured, and the effects of lexical level and lexical semantic category on Chinese and Japanese homographs' meanings are investigated. The results show that: first of all, the Chinese native speakers of zero-base Japanese have a decreasing tendency to guess the words of A, B, C and D, that is, the guessing effect of Grade A words is the best and decreasing in turn. Secondly, the guess effect of Chinese and Japanese synonyms, Chinese-Japanese synonyms and Chinese-Japanese dissynonyms is decreasing in turn, that is, the Chinese zero-base Japanese native speakers have the best guess effect on Chinese and Japanese synonyms. The guess effect of Chinese and Japanese semantic words is the second, and the guess effect of Chinese and Japanese missense words is the worst. Compared with the above two aspects of the specific data, compared with the lexical level, the semantic category of vocabulary has a more obvious effect on Chinese and Japanese homographs guessing the meaning of Chinese and Japanese homographs. Finally, after further studying the conjecture of Chinese and Japanese homographs with different lexical levels in each semantic category, it is concluded that the guesses of Chinese and Japanese synonyms of Grade A and Grade D are the best, while those of Grade B and Grade C are worse. In Chinese and Japanese semantic words, the guesses of A, B and C are better, while the guesses of Grade D are much different, while the guesses of Chinese and Japanese disjunctive words are worse on the whole. The results of this study show that the cognition of Chinese and Japanese homographs among native Japanese speakers without Chinese learning experience is mainly influenced by the semantic categories of Chinese and Japanese homographs. The native speakers of Chinese and Japanese have the best cognition of Chinese and Japanese synonyms, followed by Chinese and Japanese synonyms, and Chinese and Japanese isomorphic words are the worst. The implications of this study for Japanese Chinese teaching are as follows: (1) Japanese students should be taught more about the metalinguistic knowledge of Chinese and Japanese homographs, such as the approximate ratio of various semantic category words in Chinese and Japanese homographs. It is helpful for students to guess the homographs in Chinese and Japanese; (2) to use morpheme in the homographs of Chinese and Japanese, and to use morpheme teaching method. To guide students to learn other Chinese words that contain morphemes in Chinese and Japanese homographs; (3) to make the syllabus of Chinese and Japanese homographs in conjunction with Chinese vocabulary separately, and to mark out the semantic categories of Chinese and Japanese homographs at all levels, so as to facilitate Japanese students' comparative study. (4) in the teaching of Japanese Chinese, the semantic categories of Chinese and Japanese homographs can be marked out, and the semantic differentiation of Chinese and Japanese homographs can be added to help students correctly remember the semantics of Chinese and Japanese homographs.
【学位授予单位】：内蒙古师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H195.3
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