摘要
基于语料分析,研究发现日本学习者使用汉语专用动量词时存在使用频率不均衡的特点:以“次”为主,“下”次之,其他动量词使用较少。偏误类型与偏误原因形成对应,即母语知识负迁移导致错序与语用偏误,目的语知识过度泛化简化导致误加、遗漏和误代,字形偏误则受学习者汉字学习策略影响。结合日本学习者汉语动量词的习得特点与汉日动量词的异同,我们提出三个认知教学策略,包括:遵循认知教学法原则,提高汉日对比意识;吸收认知研究成果,明确动量词运作机制;引入体验认知教学模式,发挥学习者主观能动性。
Based on the corpus analysis,it is found that Japanese learners use Chinese special momentum words with unbalanced frequency,with“ci”(次)as the main and“xia”(下)as the second,and other momentum words are less used.The types of errors correspond to the causes of errors,that is,the negative transfer of the mother tongue leads to wrong order and pragmatic errors,overgeneralization and simplification of target language knowledge leads to wrong addition,omission and substitution,and glyph errors are influenced by learners’Chinese character learning strategies.Combined with the characteristics of Japanese learners’acquisition of Chinese momentum words and the similarities and differences between Chinese and Japanese momentum words,it puts forward three cognitive teaching strategies,including following the principles of cognitive teaching method,improving the awareness of the contrast between Chinese and Japanese;absorbing cognitive research results,clarifying the operation mechanism of momentum words;introducing experiential cognitive teaching mode,giving play to learners’subjective initiative.
作者
葛锴桢
GE Kaizhen(School of Liberal Arts and Law,Henan Polytechnic University,Jiaozuo 454000,Henan,China)
出处
《河南理工大学学报（社会科学版）》
2023年第4期66-73,共8页
Journal of Henan Polytechnic University:Social Sciences
基金
河南省哲学社会科学规划项目(2019CYY023)
河南省新文科研究改革与实践项目(2021JGLX053)。
关键词
动量词
日本学习者
习得
认知
教学策略
momentum words
Japanese learners
acquisition
cognition
teaching strategies
