漢日同形詞分類應用與教學實務之分析 - 以離合詞為例

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题名:	漢日同形詞分類應用與教學實務之分析 - 以離合詞為例 An Analysis on Practical Instruction in Chinese and Japanese Homograph Based on Separable Words
作者:	羅丹
贡献者:	華語文教學碩士學位學程
关键词:	漢日同形詞漢語離合詞二語習得 Chinese-Japanese homographs Chinese separable words Second language Acquisition
日期:	2015-06
上传时间:	2015-07-08 10:49:15 (UTC+8)
摘要:	本研究旨在探討漢日同形詞對日籍學習者漢語離合詞習得的影響，並提出相關的教學建議。研究者從教學研究的角度出發，從語料庫與文獻中挑選出同形漢字詞彙，研究漢語離合詞及與之對應的同形日語漢字詞之間的相同、類似及差異，並列舉出離合詞例句以供參考。同時設計測試問卷，調查82名初、中、高級日籍學習者離合詞習得情形，探究漢日同形詞對日籍學習者漢語離合詞學習之影響，探討錯誤產生原因，以利學習者可以避免學習干擾。本研究結論有三點：一、漢語離合詞及與之對應的同形日語漢字詞的字形除細微差異外，大多相同；漢日同形詞的詞性、詞義多可對應。不同之處在詞彙的構詞方式，日語詞彙不能分開使用，而離合詞「可合可離」。二、日籍學習者在離合詞習得上的問題為，沒有確實掌握漢語離合詞的語法屬性、不瞭解離合詞的離析結構。雖然不同程度的學習者，在不同離合詞結構中的表現不同，但「V起O來」、「V+賓語+O」產生的錯誤較多。三、漢日同形詞彙對日籍學習者離合詞習得造成影響。原因在於：離合詞與同形日語漢字詞的字形、語義近似，學習者看到漢日同形詞時，很容易當成不能分開的日語詞彙，忽略了漢語離合詞「構詞」的特殊性。本研究最後也針對日籍學習者的教學狀況做出分析，並提出一些建議。 The purpose of this study is to examine Chinese-Japanese homographs and the influence they have on Japanese students learning these separable words. Furthermore, it is to propose relevant teaching suggestions. Researchers started from a teaching standpoint and selected same shaped Chinese Han characters from a text corpus. They then studied the Chinese separable words and matched them to the corresponding same, similar and different shaped Japanese Kanji characters. The characters were juxtaposed together and examples of separable words were selected for reference. At the same time a survey questionnaire was designed. Eighty-two beginner, intermediate and advanced level Japanese students who were learning separable words were selected. An investigation began on how Japanese students learning Chinese separable words were affected by Chinese-Japanese homographs. There are three conclusions of this study: 1. Other than the small differences between the Chinese separable words and the corresponding Japanese Kanji words, the shapes of the characters are for the most part the same. Chinese-Japanese homographs’ parts of speech and meanings can correspond to each other. Different vocabulary word formations cannot be separated and used in the Japanese language, however separable words in the Chinese language can be combined or can be separated. 2. Japanese students learning separable words have problems including not truly understanding the grammar rules of Han Chinese separable words and not understanding separable word composition structures. Different levels of learners perform differently when faced with different separable word compositions. The more complex the structure of the separable word, the more mistakes there will be. 3. Chinese – Japanese homographs influence Japanese students learning separable words. The reason is because Chinese separable words look similar to Japanese Kanji characters, and have the same meaning. When Japanese learners look at Chinese-Japanese homographs, they are most likely not able to separate the Japanese vocabulary, overlooking the special nature of Chinese separable words (compound words). This study, lastly, also made an analysis on the conditions of the teachers of these Japanese students, and has therefore come up with some suggestions.
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