运用“有界性”理论分析日语母语学习者“把”字句偏误

Analysis of the Errors Made by Native Japanese Learners in"Ba"Sentences Under“Boundedness”Theory

本次研究主要利用中介语语料库,对日语母语学习者“把”字句的偏误进行汉日对比后发现,其在补语遗漏的偏误方面存在高度的相似性,主要表现为表示位置变化事件中趋向补语的遗漏和表示状态变化事件中结果补语的遗漏。而这种偏误与汉语动词和日语动词携带信息不同有密切关系。本文将认知语言学中的“有界性”理论引入对外汉语研究,“有界性”理论认为不同语言“核心结构”映射的位置不同,有的如日语投射在动词上;有的如汉语投射在附加语上。而“把”字句要求动作发生有始有终,句子必须是“有界的”。所以句子必须包含“核心结构”才能成立。因此日语母语学习者在认知层面会默认汉语动词携带“核心结构”从而遗漏补语。所以日本留学生在应用“把”字句时常常受母语负迁移影响,产生补语遗漏的偏误。教师在教学时应从认知层面介绍汉语语言特点,帮助不同国别学习者克服母语负迁移的影响。

This study mainly uses the interlanguage corpus to compare the errors of“ba”sentences by Japanese native speakers between Chinese and Japanese.It is found that there is a high degree of similarity in the errors of complement omission,which is mainly manifested in the omission of directional complement in position change events and the omission of result complement in state change events.This error is closely related to the different information carried by Chinese and Japanese verbs.This paper introduces the“Boundedness”theory in cognitive linguistics into the study of Chinese as a foreign language.According to the theory of“boundedness”,the mapping position of“core structure”in different languages is different.Some languages,such as Japanese,are projected on verbs.Some such as Chinese projecting on adjuncts.The“ba”sentence requires that the action occurs from beginning to end,and the sentence must be“bounded”.Therefore,the sentence must contain“core structure”to be valid.Therefore,at the cognitive level,native Japanese learners will naturally tacitly approve that Chinese verbs carry“core structure”and miss complement.Therefore,Japanese students are often affected by the negative transfer of their mother tongue when applying“ba”sentences,resulting in the omission of complement.Teachers should introduce the characteristics of Chinese language at the cognitive level to help learners from different countries overcome the impact of negative transfer of mother tongue.