摘要
中日同形词中的同形近义词对于日语学习者来说是习得难度较大的一类词汇,但在现有的教学活动中未得到足够重视。本研究在调查中国高校日语专业学生20个中日同形近义词产出状况的基础上,阐述了《高等院校日语专业基础阶段教学大纲》(2001)、《高等院校日语专业高年级阶段教学大纲》(2000)及《基础日语教程》(1—4册、1998—2001)、《新编日语(修订版)》(1—4册、2009—2011)两套教材对该类词汇导入和释义上存在的问题。提出需要通过课堂内外的深加工训练及意识性学习帮助学习者深化该类词的词汇知识从而达到习得目标的建议。
Although Chinese-Japanese Partially Deceptive Cognates are particular difficult for Japanese learners to master,surprisingly little attention has been devoted to them in current teaching practices.In this study,we focused on 20 ChineseJapanese Partially Deceptive Cognates and conducted a survey on how much students majored in Japanese acquire those words.The results helped us to clarify the problems in current syllabus and teaching materials of importing and interpreting Chinese-Japanese Partially Deceptive Cognates.Finally,we suggested that deepen the vocabulary knowledge through deep processing training and awareness learning in and out of classroom would be a good choice for teaching Chinese-Japanese Partially Deceptive Cognates.
作者
庄倩
Zhuang Qian(Nanjing University)
出处
《日语教育与日本学》
2018年第1期31-42,共12页
Japanese Language Education and Japanese Studies
基金
南京大学“985工程”三期改革型项目“当代西方语言学前沿理论研究及其应用探索”(项目编号:NJU985JD05)
江苏高校优势学科建设工程项目的阶段性成果
关键词
中日同形词
词汇习得
日语教学
深加工训练
意识性学习
Chinese-Japanese Cognates
Vocabulary acquisition
Japanese teaching
Deep processing training
Conscious learning
