论文部分内容阅读
在日语学习中,持续体“テイル”的学习贯穿初中高年级,是个重点的语法项目。其语法功能强大,可以表示动作的持续、结果的状态、反复习惯、经验记录、恒常特征(工藤1995)。在教学中笔者发现,日语水平较高的学习者中,仍然存在“テイル”和其他时体表达的误用混用现象,可见“テイル”的习得对于学习者来说是个难点。汉语动词缺乏曲折变化,时体的实现主要通过时间副词、个别的时体标记,而主要还是依赖于上下文语境。日语在表达时体时主要依赖于动词的曲折变化。汉日时体表达的差异导致母语为汉语的学习者在“テイル”的习得过程中受到母语的影响。本文的研究方法是通过对广东外语外贸大学继续教育学院的学生做实验调查,探寻汉语对“テイル”习得的影响。
In Japanese learning, the continuation of “テ イ ル” learning through the junior high school, is a key grammar project. Its powerful grammar, can indicate the continuation of the action, the results of the state, repeated habits, experience records, the usual characteristics (Kudo 1995). In the teaching, I found that among the learners with higher Japanese proficiency, there still exist the misuse of “” and other body expressions. It can be seen that the acquisition of “テ ル ル” is a difficult task for learners. The lack of twists and turns in the Chinese verbs, the main body of time through the adverbs of time, individual tense, but mainly depends on context. Japanese expression of body time mainly depends on the tortuous changes of the verb. Differences in tonal expression between Chinese and Japanese lead to learners whose native language is Chinese are influenced by their native language in the acquisition of tai. The research method of this essay is to investigate the influence of Chinese on the acquisition of students by conducting the experimental investigation on the students of the Institute of Continuing Education of Guangdong University of Foreign Studies.