摘要
随着中日交流的不断扩大,对日语人才听说能力的培养变得尤为重要。同时日本语能力测试JLPT于2010年进行了全面的改革,对学生的听解能力有了更高的要求。本文以《日本语听力》中的听力素材为文本语料,采用内省法,运用认知语言学的图式理论和隐喻、转喻理论,结合语言形式与语用进行了分析考察。通过日语听力教学实例,可以看出:运用图式理论的分析提高了主体对语言特点和文化背景的认知;运用隐喻、转喻理论的分析提高了主体对其语义的认知。这对提高学生语言能力、文化能力和认知能力,对改进日语听力教学方法和提高教学质量具有一定的启发意义。
Expanded Sino-Japanese communication requires Japanese talents to be equipped with better listening and speaking abilities.To meet the social needs,the reformed in 2010 Japanese language proficiency test(JLPT)has made higher demands for talents’listening ability.Taking the listening material in Japanese listening as a corpus,this paper discusses the semantic teaching of the Japanese listening by employing introspection,based on the schema theory,metaphor theory and metonymy theory in cognitive linguistics.The major finding is that applying theories of cognitive linguistics in the teaching of Japanese listening may facilitate the students’understanding of the cognition of linguistic features,cultural backgrounds and its semantics.This paper may shed certain light not only on the enhancement of the students’cross-cultural and cognitive abilities,but also on improving the teaching method and quality of Japanese listening teaching.
出处
《日语教育与日本学》
2018年第1期54-64,共11页
Japanese Language Education and Japanese Studies
关键词
图式理论
隐喻理论
转喻理论
日语听力教学
schema theory
metaphor theory
metonymy theory
teaching of listening
