日语母语者汉日同形词习得情况研究

发布时间：2018-04-01 02:28

本文选题：对外汉语　切入点：日语母语者　出处：《北京外国语大学》2017年硕士论文

【摘要】：受历史和文化的影响,汉语和日语中大量存在着书写形式相同或相近的词语。这些同形词中的一部分在汉日两种语言中的意义相同、相近或相关,为日语母语者的汉语学习带来了极大的助力,但还有一部分同形词在汉日两种语言中虽然有意义上的联系,但是在词义适用范围或词语使用方法上存在差异,这种差异为学习者的汉语学习带来了一些困扰。已有不少研究者关注到了日语母语者的汉日同形词习得问题并取得了一定研究成果,但目前研究领域还存在一些需要注意的问题:(1)从研究成果总量上来看,与汉日同形词习得相关的研究成果在汉语词汇习得研究总体中所占的比重较低.(2)从研究方向上来看,目前的研究大量集中在偏误研究领域,即整理并分析学习者语言产出中的系统性错误,而描述学习者词汇习得过程的研究极少。本文以词汇水平测试实验为主要研究手段,将71名日语母语者按照其汉语熟练度水平分为三组,统计不同汉语熟练度水平的学习者回答涉及"同形近义词"、"同形异义词"、"语素相同词"和"非同形词"四类词的题目的正确率情况,考察学习者对不同类型的同形词及非同形词的习得情况及习得情况与学习者汉语水平间的关系。在整理和分析已有的研究成果的基础上,结合实验数据,我们得出以下结论:(1)受母语迁移的影响,日语母语者对同形近义词和同形异义词的习得情况表现出较显著的差异。具体表现为：具备初级熟练度水平的汉语学习者对同形近义词的掌握情况已经达到较高水平;学习者对同形异义词的习得情况与非同形词相近,但二者仍存在差异。(2)受词汇储备总量和学习者认知资源的限制,与初级阶段的学习者相比,达到中高级汉语水平的学习者对语素相同词的掌握程度有显著提升。从汉语习得的不同阶段来看,学习者习得语素相同词的情况与非同形词相似,但总体来说,非同形词与汉语水平间的相关性大于语素相同词。(3)四类词与学习者汉语水平之间的相关性从大到小的顺序为:同形异义词非同形词同形近义词语素相同词。我们认为造成同形异义词习得情况与汉语水平之间相关程度较高的主要原因为:a.教师和学习者对差异的关注。b.相同的字形使学习者可以在词义辨析方面投入更多认知资源;而语素相同词与汉语水平间的相关性较低是因为学习者对语素义及其与词义关系的理解不仅受汉语水平的影响,还要受到学习者本人语素处理能力和习惯的影响。(4)四类词与学习者汉语熟练度之间的回归方程为:a.学习者熟练度与同形近义词:Y=8.378+0.466Xb.学习者熟练度与同形异义词:Y=7.439+0.714Xc.学习者熟练度与语素相同词:Y=7.497+0.692Xd.学习者熟练度与非同形词:Y=7.655+0.629X综合上述实验结果,我们从词汇大纲和教材编写、课堂教学、习得与测试研究三个角度对汉日同形词的教学实践和习得研究提出了一些建议。面向日语母语者的对外汉语词汇教学应当在探索同形词习得规律和了解日本学习者学习需求的基础上不断改进教学内容和教学方法。
[Abstract]:Influence of history and culture, there are a lot of Chinese and Japanese in a written form of the same or similar words. Some of these homographs in Chinese and Japanese two languages in the same meaning, similar or related to Japanese native speakers of Chinese learning brought great power, but there is a part of the same shape two words in Chinese and Japanese languages although there is a sense of touch, but in the word scope or words using the method of difference, the difference of Chinese learning for learners poses some problems. Many researchers have paid attention to the Japanese native speakers thehomographs acquisition problems and made some research but the current research results, there are still some problems that need attention: (1) the research results from the point of view of the total, and thehomographs acquisition related research results in the proportion of Chinese vocabulary acquisition research in low total . (2) research from the point of view, the current study focus on bias field, namely collation and analysis of language learning system output error, and describes the research process of learner's vocabulary acquisition is very few. Based on the word level test experiment as the main research method, 71 Japanese native speakers in accordance with the Chinese proficiency level divided into three groups, statistically different Chinese proficiency level learners to answer "isomorph synonyms", "homonym", "the same morpheme words" and "non homographs" four word title correct rate, examines the learner on different types of the same words and non homograph acquisition and acquisition and learning Chinese level. In the basis of the collation and analysis of existing research results, combined with the experimental data, we draw the following conclusions: (1) the influence of mother tongue, Japanese native speakers of the same shape The acquisition of synonyms and homonyms showed significant difference. The specific performance: with primary proficiency learners of isomorph synonyms grasp the situation has reached a higher level; the acquisition of homonymy learners and non homographs are close, but there are still two difference. (2) by the total reserves and vocabulary learners' cognitive resource constraints, compared with the primary stage of learning, has significantly improved the master degree to the senior level of Chinese learners of the same morpheme words. From the different stages of Chinese language acquisition, learners acquire the same morphemes words and non similar words, but generally speaking, non related homograph and Chinese level was greater than the same morpheme words. (3) the order of correlation between the four kinds of words and the level of Chinese learners from large to small: homographs homographs with non The same shape synonyms morpheme words. We believe that the main reason between homonyms and acquisition of Chinese level is related to a higher degree of A.: teachers and learners of different attention.B. the same shape so that learners can put more cognitive resources in the word discrimination; and the low correlation between the same morpheme words and Chinese level because of the influence of learners on the morpheme meaning and word meaning and the understanding of the relationship between not only by the level of Chinese language, but also by the effect of learners' processing ability and I morpheme habits. (4) four kinds of words and learners of Chinese proficiency between the regression equation: A. learner proficiency and isomorph synonyms: Y=8.378+0.466Xb. study their proficiency and homographs: proficiency Y=7.439+0.714Xc. learners with the same morphemes words: Y=7.497+0.692Xd. learners' proficiency and non homographs: Y=7.655+0.629X on the Experimental results, we prepared from the vocabulary syllabus and textbooks in classroom teaching, three aspects of acquisition and testing research of homographs teaching practice and acquisition research and put forward some suggestions. Should continuously improve the teaching content and teaching methods of basic homograph acquisition rules and understand Japanese learners explore in foreign demand Chinese vocabulary teaching for Japanese native speakers.

【学位授予单位】：北京外国语大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H195.3

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