日本学生学习“被”字句习得偏误分析和教学对策

发布时间：2018-11-28 15:38

【摘要】：“被”字句是对外汉语教学中的一个重点和难点,汉语“被”字句和日语被动句在语法、语义、语用上有相同的地方也存在着差异,因此,日本学生在学习和使用“被”字句时往往容易出现偏误。本人在日本留学期间采用了横向的考察方法,对北海道文教大学学习汉语的学生进行语料搜集,搜集了一定量的语言样本,并以问卷调查的形式进一步考察了学生对“被”字句句型、语义等方面的习得情况,在此基础上运用数据统计法、对比分析法、偏误分析法这几种方法对日本学生在学习汉语“被”字句出现的偏误进行统计和分析,并提出了针对日本学生学习“被”字句的教学对策。本文分成四个部分,第一章对国内外有关汉语“被”字句和日语被动句方面的研究现状做了简要的陈述,并说明研究对象范围和研究方法。第二章首先从定义和结构角度对汉语“被”字句和日语被动句进行对比,并以日语被动句分类为基础进行了对比,并从被动表现与民族性的关系方面进行分析,总结出两者之间不同的文化成因。第三章统计了问卷调查数据,根据语料把日本学生学习“被”字句偏误分成否定副词位置错误、状语位置错误、能愿动词位置错误、谓语动词位置错误、“被”字句中主语错误,和滥用“被”字句六大类。根据这些偏误得出了母语负迁移、目的语负迁移、文化因素、教师的影响这四种造成偏误的原因。第四章根据第三章总结出的偏误原因提出了情景教学法、对比教学法和反复教学法,对比教学法中要特别注意讲解以下几点不同：一是汉语“被”字句和日语被动句受事主语的不同；二是汉语及物动词、不及物动词与日语“自动词”“他动词”的语用条件的不同；三是日语中的“间接被动句”在汉语中不需要用“被”字句来表示。根据这些教学法进行了简要的教学设计,希望能为对日汉语“被”字句的教学提供参考。
[Abstract]:"Bei" sentence is an important and difficult point in teaching Chinese as a foreign language. There are differences in grammar, semantics and pragmatics between Chinese "Bei" sentence and Japanese passive sentence. Japanese students are prone to errors in learning and using the word "be". During my study in Japan, I used a horizontal survey method to collect language data from students studying Chinese at Hokkaido University of Culture and Education, and collected a certain number of language samples. Based on the questionnaire survey, the author further investigates the students' acquisition of the sentence patterns and semantics of the "Bei" sentence, and then applies the method of data statistics and contrastive analysis. The methods of error analysis are used to analyze the errors of Japanese students in learning Chinese "Bei" words and sentences, and the teaching countermeasures for Japanese students to learn "Bei" sentences are put forward. This paper is divided into four parts. The first chapter gives a brief account of the current situation of the research on Chinese "Bei" and Japanese passive sentences at home and abroad, and explains the scope of the research object and the research methods. The second chapter compares the Chinese "Bei" sentence with the Japanese passive sentence from the perspective of definition and structure, and makes a comparison based on the classification of Japanese passive sentence, and analyzes the relationship between passive expression and nationality. Summed up the cultural causes of difference between the two. The third chapter statistics the questionnaire data, divides the Japanese students'"be" sentence error into negative adverb position error, adverbial position error, willing verb position error, predicate verb position error according to the data. There are six categories of subject error and abuse of the subject sentence. According to these errors, the four causes of errors are found: negative transfer of mother tongue, negative transfer of target language, cultural factors and teachers' influence. The fourth chapter puts forward situational teaching method, contrast teaching method and repeated teaching method according to the reasons of errors summarized in chapter three. In the contrastive teaching method, special attention should be paid to the following points: first, the difference between the subject of the passive sentence in Chinese and the passive sentence in Japanese; Second, the pragmatic conditions of Chinese transitive verbs and intransitive verbs are different from Japanese "automatic words" and "other verbs", and the third is that "indirect passive sentences" in Japanese do not need to be represented by "be" in Chinese. According to these teaching methods, this paper makes a brief teaching design, hoping to provide reference for the teaching of Japanese Chinese "Bei" sentences.
【学位授予单位】：湖南师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195.3

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