格助词“に”“で”“を”均可表示“场所”意义,三者用法的区分是日语学习和教学的一大重难点。为推动日语格助词习得及教学发展,本文基于“北京日语学习者历时语料库B-JAS”,对学习者从大一到大四4年间的11次作文语料展开分析,探讨了...格助词“に”“で”“を”均可表示“场所”意义,三者用法的区分是日语学习和教学的一大重难点。为推动日语格助词习得及教学发展,本文基于“北京日语学习者历时语料库B-JAS”,对学习者从大一到大四4年间的11次作文语料展开分析,探讨了中国日语学习者在场所格助词“に”“で”“を”习得过程中的发展变化。研究结果显示,场所格助词的使用频率及正用率从高到低依次为“に”、“で”、“を”,“を”的习得总体上发展滞后。五个时期内三者使用频率及正用率变化均具有显著性差异。The case particles “に” “で” and “を” can all express the meaning of “location” and the distinction of their usage is a major difficulty in Japanese learning and teaching. In order to promote the acquisition and teaching development of Japanese case auxiliaries, this paper is based on the “Beijing Japanese Learners Diachronic Corpus (B-JAS)” by analyzing 11 compositions from freshmen to seniors, this paper explores the development of Chinese learners’ acquisition of the locative particles “に” “で” and “を”.The results show that the order of frequency and usage of locative particles is “に” “で” “を”. The acquisition of locative particles lags behind. There were significant differences in the usage frequency and usage rate among the three groups in the five periods.展开更多
汉语结构助词“的”“地”“得”的研究成果颇多,但在对外汉语教学上的运用不多。实际上在教学过程中,汉语的结构助词“的”“地”“得”是一大困难。结构助词是虚词的一部分,能否熟练运用虚词是衡量留学生汉语水平的标准之一,因此,对...汉语结构助词“的”“地”“得”的研究成果颇多,但在对外汉语教学上的运用不多。实际上在教学过程中,汉语的结构助词“的”“地”“得”是一大困难。结构助词是虚词的一部分,能否熟练运用虚词是衡量留学生汉语水平的标准之一,因此,对结构助词的分析与研究有助于留学生更好地掌握汉语,增强对汉语的学习兴趣。本文以二语习得中关于偏误的相关理论进行分析,探索偏误产生的原因,提供相关的教学建议。There have been many research results on the auxiliary words “de”, “de”, and “de” in Chinese, but the application is limited in teaching Chinese as a foreign language. During the teaching process, the structural particles “de”, “de”, and “de” in Chinese are a major difficulty. Auxiliary words are a part of function words, and proficiency in using function words is one of the criteria for measuring the Chinese proficiency of international students. Therefore, analyzing and researching auxiliary words can help international students better master Chinese and enhance their interest in learning Chi-nese. According to the relevant theories of second language acquisition in error, this article analyzes the errors, explores the causes of errors, and provides relevant teaching suggestions.展开更多
文摘格助词“に”“で”“を”均可表示“场所”意义,三者用法的区分是日语学习和教学的一大重难点。为推动日语格助词习得及教学发展,本文基于“北京日语学习者历时语料库B-JAS”,对学习者从大一到大四4年间的11次作文语料展开分析,探讨了中国日语学习者在场所格助词“に”“で”“を”习得过程中的发展变化。研究结果显示,场所格助词的使用频率及正用率从高到低依次为“に”、“で”、“を”,“を”的习得总体上发展滞后。五个时期内三者使用频率及正用率变化均具有显著性差异。The case particles “に” “で” and “を” can all express the meaning of “location” and the distinction of their usage is a major difficulty in Japanese learning and teaching. In order to promote the acquisition and teaching development of Japanese case auxiliaries, this paper is based on the “Beijing Japanese Learners Diachronic Corpus (B-JAS)” by analyzing 11 compositions from freshmen to seniors, this paper explores the development of Chinese learners’ acquisition of the locative particles “に” “で” and “を”.The results show that the order of frequency and usage of locative particles is “に” “で” “を”. The acquisition of locative particles lags behind. There were significant differences in the usage frequency and usage rate among the three groups in the five periods.
文摘汉语结构助词“的”“地”“得”的研究成果颇多,但在对外汉语教学上的运用不多。实际上在教学过程中,汉语的结构助词“的”“地”“得”是一大困难。结构助词是虚词的一部分,能否熟练运用虚词是衡量留学生汉语水平的标准之一,因此,对结构助词的分析与研究有助于留学生更好地掌握汉语,增强对汉语的学习兴趣。本文以二语习得中关于偏误的相关理论进行分析,探索偏误产生的原因,提供相关的教学建议。There have been many research results on the auxiliary words “de”, “de”, and “de” in Chinese, but the application is limited in teaching Chinese as a foreign language. During the teaching process, the structural particles “de”, “de”, and “de” in Chinese are a major difficulty. Auxiliary words are a part of function words, and proficiency in using function words is one of the criteria for measuring the Chinese proficiency of international students. Therefore, analyzing and researching auxiliary words can help international students better master Chinese and enhance their interest in learning Chi-nese. According to the relevant theories of second language acquisition in error, this article analyzes the errors, explores the causes of errors, and provides relevant teaching suggestions.
