从学生学习效果看日语教学及教材的改进——以“请求”“拒绝”情境下铺垫语使用为例

Analyzing Japanese Teaching and Textbook Improvement from the Perspective of Students'Learning Outcomes——Using“Requests”and“Refusals”Situations as Examples

中国日语学习者在使用日语交流时往往缺乏恰当的铺垫语,使请求显得生硬突兀,给对方造成不适和压力,而在拒绝他人请求时又往往过于直接,容易伤害到对方的自尊和情感,从而在语言交流中产生了障碍。这种现象的产生,既与日语教学相关,也与日语教材有着密切关系。因此,需要强化铺垫语在日语教学中的运用,同时加强其在教材中的体现,进而形成更大的合力,促进学生有效掌握地道的日语表达。

Japanese learners in China often lack appropriate foreshadowing phrases when communicating in Japanese,making their requests sound rigid and abrupt,causing discomfort and pressure to the other party.Conversely,when rejecting others’requests,they tend to be too direct,easily hurting the other party’s self-esteem and emotions,thus creating barriers in language communication.This phenomenon is closely related to Japanese language teaching and materials.Therefore,it is necessary to strengthen the use of foreshadowing phrases in Japanese teaching and enhance their representation in textbooks,thereby forming greater synergy to help students master authentic Japanese expressions effectively.