<論文>日本人学生の中国語誤用例を通して母国語からの干渉問題を探る
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概要
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When learence from his/her native language. It is only natural that Japanese students learning Chinese cannot be freed from being influenced by their native language, Japanese. The errors they are likely to make are of their own peculiar nature, very different from the ones made by students of other nationalities. The current teaching of Chinese Grammar generally places stress on the analysis of a sentence and its use. However, it seems to mi that the focus of teaching should be shifted toward the learning processes of a student, explaining what factors have led the student to such errors . The present study tries to give a systematic analysis of senetences with errors made by Japanese intereferences under the categories of parts of speech and sentence elements, centering around three major arese : a) Missing and incorrect addition of an element, b) Mixing (including undifferentianted use of Chinese synonymous words and incorrect use of a Japanese homonym for a chinese word), and c) incorrect word order. This paper consists of the followsing three sections. In section one is discussed the missing of a word and sentence element, and errors by addition in relation to (1) quantifiers, (2) adverbs, (3) prepositions, (4) particles, (5) conjunction, (6) directional adverbs, (7) complex directional complement, (8) result complement, (9) complement phrases, and (10) passive prepositions. In section two, the confused use of words and sentence elements by reference to (1) synonymous words with different function between chinese and Japanese, (2) words with different meanings and usage, (3) synonymous notional words, (4) combinations of words, (5) chinese characters with the same shape in both languages, (6) sentence patterna, (7) phrases, (8) subjects and objects, and (9) complements and adverbials or possibility auxiliaries are discussed. In section three, confused word order is discussed in termas of (1) the position of function words, (2) the position of adverbials, (3) the position of attributive words, (4) the position of objects, (5) the position fo complements. In practice, it is the rule that a combination of these two or more types of errors are seen together. When the result from this research is applide to the practice of instruction, it not only will be halpul for the teachers in exploring the causes of making these errors, but it also can make students aware of interferences from their mative laguage, and thereby reduce the number of errors or prevent possibel errors to make an improvement in grammar study more effectibve.
- 聖霊女子短期大学の論文
- 1996-03-31
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