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題名 | 台湾人日本語学習者におけるとりたて詞「も」の習得--日本語母語話者との比較を通して=關於臺灣人日語學習者後置詞「Mo」之習得情況--透過與日語母語者的比較來看=The Japanese Language Acquisition of the Postpositional Particle "Mo" by Taiwanese Learners, as Assessed and Compared with Native Japanese Speakers |
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作者 | 李宗禾; Lee, Tsung-ho; |
期刊 | 銘傳日本語教育 |
出版日期 | 20061000 |
卷期 | 9 民95.10 |
頁次 | 頁46-68 |
分類號 | 803.1 |
語文 | jpn |
關鍵詞 | 後置助詞; 習得; 單純他者肯定; 自者; 感嘆表現; とりたて詞; 単純他者肯定; 詠嘆表現; Postpositional particles; Japanese-language acquisition; Declarative sentences; Exclamatory sentences; Idiomatic sentence; |
中文摘要 | 後置助詞「mo」用於提示或暗示幾個同類或類似事物的存在,是日語教育初級階段中所導入的學習項目之一。儘管後置助詞「mo」從接續上及意義上看來是個極為單純的文法項目,但在學習者的學習過程中,卻經常出現「脫落」以及「多用」的傾向,因此很難斷定學習者已掌握了此一項目的用法。本研究以日語母語者對於後置助詞「mo」的言語意識為基準,分別依照「單純他者肯定」、「感嘆表現」和「慣用表現」三個項目,來觀察臺灣人日語學習者對後置助詞「mo」習得的情況。希望透過考察結果,對於今後學習者的個人學習,抑或教師的授業指導,能有實質上的助益。 由調查數據得知,臺灣人日語學習者最先學會「單純他者肯定」的「mo」的用法,其次是「感嘆表現」的「mo」,至於「慣用表現」方面的習得率則最低。茲將考察結果分述如下。 1. 在「單純他者肯定」的用法方面可以看出習得率隨著學習年數的增加而提高,但由實際的數據來看,學習者其實並未徹底學會此一用法,教師於指導中級階段的學習者時,宜加強說明。 2. 學習者並未學會「感嘆表現」的用法。 3. 「慣用表現」方面的習得率最低,其原因在於日本文化認識不足。為使學習者能學會自然的日語表達方式,教師宜加強指導。 4. 學習者在判斷句子時,存在使用所謂「配對記憶」學習方法的傾向,指導時應設法讓學習者側重語篇所傳達的意義。 5. 在教科書的編寫時,宜依上述所提意見于以斟酌修訂。 |
英文摘要 | In basic Japanese, the postpositional particle "mo" is used for general emphasis or to emphasize similarities between objects and events. Although grammatically the usage of “mo” is considered as a simple particle, it is often misused or omitted by Taiwanese learners when it is in fact necessary. In this paper, I would divide the usage of “mo” into three categories, according to native Japanese speakers, and use these three categories to assess whether Taiwanese learners are using “mo” correctly. From the observations made during the comparison, I hope to help learners and teachers of the Japanese language become more aware of the usage of “mo”. The three categories of the usage of “mo” are the following: 1. Declarative sentences with “mo”. Ex. The bank is closed today. The post office “mo”. (“Mo” indicates that the post office is closed as well.) 2. Exclamatory sentences with “mo”. Ex. What a beautiful day (“mo”)! (“Mo” is serving as emphasizing how beautiful the day is.) 3. Idiomatic sentence with “mo”. Ex. Thank you for shopping with us today “mo”. (“Mo” indicates that the shop assume the person shops here everyday.) According to the data, learners tend to acquire the usage of “mo” first in declarative sentences, then exclamatory sentences and then in idiomatic sentences. The following are my observations from the results: 1. The longer one studies Japanese, the better one can master declarative sentences. However, statistics show that learners still have difficulty using “mo” in declarative sentences. 2. Learners also seem to experience difficulty with the usage of “mo” in exclamatory sentences. 3. Learners do not know how to use “mo” in idiomatic sentences well. This may be related to a lack of familiarity with the Japanese culture. 4. Learners tend to memorize common phrases and are not able to identify the proper particle to be used according to the content. 5. Japanese textbooks may be revised according to the above observations. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。