中国日语学习者情感表达的习得研究

发布时间：2019-01-05 04:04

【摘要】：本研究从第二语言习得理论出发,以西安工业大学和延安大学日语专业的学生为调查对象,对情感表达进行了习得研究,同时围绕以下四方面设计测试问卷。①在陈述中作谓语时,动作的对象用「が」表示;②陈述句中,主语仅限于第一人称;③疑问句中,主语是第二人称;④与「～がる」「～ようだ」「～そぅだ」「～らしい」搭配使用以及变成「た」形时,第三人称做主语。在测试问卷的基础上了解日语学习者对情感表达的习得状况以及出现误用的原因,并针对误用提出对策。首先,调查结果显示,103名学生的平均误用率超过了一半,可以说情感表达是中国日语学习者习得的难点。①方面,日语二级以下学习者的误用率最低,日语二级学习者次之,日语一级学习者的误用率最高。因此,可以看出随着日语等级的提高,学习者的习得状况越来越不理想。②方面,日语二级学习者的误用率最低,习得状况最好。日语一级学习者和日语二级以下的学习者的误用率较高,说明这方面为习得难点。③方面,日语一级学习者的误用率最低,日语二级学习者次之,日语二级以下学习者的误用率最高。说明随着日语等级的提高,学习者的习得状况越来越好。④方面,日语一级学习者的误用率最低,习得状况最好。日语二级以下学习者和日语二级学习者的误用率较高,为习得的难点。其次,对学习者进行访谈,得出以下五个误用的原因1)语言的负迁移;2)过剩一般化;3)情感表达的使用规则繁琐,不好掌握;4)学习者的知识能力不足;5)教材的负面影响。最后,针对误用的原因,对日语学习者、日语教师及教材提出相应的对策。日语学习者在学习情感表达时,应在避免母语影响的同时,尽量使用日语交流,提升自己的语言能力。对日语老师来说,应该全面系统讲解其用法,同时经常引导学生正确使用情感表达。在教材方面,应对情感表达的用法、特征加以补充完善。
[Abstract]:Based on the theory of second language acquisition (SLA), this study investigates the acquisition of emotion among Japanese majors in Xi'an University of Technology and Yan'an University. At the same time, the test questionnaire is designed around the following four aspects. In the declarative sentence, the subject is limited to the first person; in the question sentence, the subject is said by the second person; (4) the third person is called the subject when it is used in conjunction with the word "," ~ "and". On the basis of the questionnaire, we understand the acquisition status of Japanese learners' affective expression and the causes of misuse, and put forward some countermeasures for misuse. First of all, the results show that the average misuse rate of 103 students is more than half. It can be said that emotional expression is the difficulty for Chinese Japanese learners. Japanese first-level learners have the highest misuse rate. Therefore, it can be seen that with the improvement of Japanese level, learners' acquisition status is becoming more and more unsatisfactory. 2 in terms of Japanese secondary learners, the misuse rate is the lowest and the acquisition situation is the best. The misuse rate of Japanese first level learners and Japanese learners below the second level is higher, which shows that this aspect is the difficulty of acquisition. 3. The Japanese first class learners have the lowest misuse rate, and the Japanese second level learners have the second place. Japanese learners below level 2 have the highest misuse rate. It shows that with the improvement of the Japanese level, the acquisition status of the learners is getting better and better. 4 in terms of Japanese level learners, the misuse rate is the lowest and the acquisition situation is the best. The high misuse rate of Japanese learners below level 2 and Japanese level 2 is the difficulty of acquisition. Secondly, the following five reasons for misuse are found: (1) negative transfer of language; (2) over-generalization; (3) cumbersome and difficult to master the rules of emotional expression; (4) insufficient knowledge ability of learners; 5) the negative influence of teaching materials. Finally, the countermeasures for Japanese learners, Japanese teachers and textbooks are put forward. Japanese learners should try their best to use Japanese to communicate and improve their language ability while avoiding the influence of their mother tongue. For Japanese teachers, they should explain their usage systematically and often guide students to use emotional expressions correctly. In terms of teaching materials, the usage and characteristics of emotional expression should be supplemented and perfected.
【学位授予单位】：西安工业大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H36

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