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近年来,日语教育界也开始关注认知语言学理论和理念在日语习得与教学中的应用。鉴于此,本研究从原型范畴理论的角度设计了1份日语多义词测试和调查问卷,并用其调查了中国6所高校473名日语专业学习者的多义词习得状况。结果表明:1)学习者能够较快地习得多义词的原型义,但扩展义的习得十分缓慢,不太理想;2)学习者一方面觉得多义词学习重要而有趣,另一方面又觉得学起来困难,不能积极地学习;3)大多数学习者认为多义词各义项间存在某种关联,但不清楚其具体内容,也不太利用这些关联来促进多义词学习。这些结论给日语多义词教学带来了一定的启示。
In recent years, Japanese educators have also begun to pay attention to the application of cognitive linguistics theories and concepts in Japanese acquisition and teaching. In view of this, this study designed a Japanese polysemous test and questionnaire from the perspective of prototype category theory and investigated the acquisition of polysemy by 473 Japanese language learners in six universities in China. The results show that: 1) learners can learn the prototypical meaning of polysemy faster, but the acquisition of extended meaning is very slow and not ideal; 2) on the one hand, learners think polysemous learning is important and interesting; on the other hand, 3) Most learners think there is some connection between the various polysemous meanings, but they do not know the specific contents, nor make use of these associations to promote polysemy learning. These conclusions bring some enlightenment to Japanese polysemous teaching.