近义陈述副词是日语习得与教学中的难点,明确其习得机制,对教学具有重要的指导意义。本研究采用分类树分析手法,阐释了学习者理解“必ず”、“ぜひ”的过程以及二词与汉语“一定”间不同对应关系对习得的影响程度。结果表明:学习者首先依据句子语境理解二词,且标记性较明显的“愿望”语境的习得较好;“一定”的有关人称的用法最容易发生迁移;与“一定”相异的用法较容易习得,而相近用法即使是标记性较明显的,也相对不易习得。教师可以通过反馈和显性教学来唤起学习者的注意,促进学习者进行母语与目标语言间的认知比较,从而对目标语言进行重建。 Adverbial adverbial adverbial is a Japanese language acquisition and teaching difficulties, a clear acquisition mechanism, has an important guiding significance for teaching. This study uses the method of classification tree analysis to explain the learners’ understanding of the process of the comprehension of “ず ず ” and “ぜ ひ ” and the impact of different correspondences between the two terms and “Chinese”. The results show that: learners first understand two terms according to the sentence context, and the more marked marked “wish” context is better learned; the usage of the related personal account of “certain” is most likely to migrate; “Certain” different usage is easier to learn, and similar usage even more marked, but also relatively difficult to learn. Teachers can arouse the attention of learners through feedback and explicit teaching, and promote learners’ cognitive comparisons between mother tongue and target language so as to reconstruct the target language.