中国日语专业大学生日语复合动词「～こむ」的习得  

Chinese Advanced learners' Acquisition of Japanese Compound Verbs “-komu”

作　　者：陈曦[1] 

机构地区：[1]西安外国语大学日本文化经济学院,陕西西安710128

出　　处：《东北亚外语研究》2018年第3期53-59,共7页Foreign Language Research in Northeast Asia

基　　金：国家社会科学基金项目"日语复合动词习得的多视阈研究"(17XYY028);陕西省社会科学基金项目"基于历时语料库的日语复合动词习得研究"(2015K027);2016年陕西省教育厅专项科研项目"日语复合动词习得的多视阈研究"(2016JK1629)的阶段性成果

摘　　要：本文旨在探析日语专业高年级学生日语复合动词「～こむ」的习得情况,对中国西安外国语大学的87名日语专业大四学生进行了「～こむ」的产出能力测试问卷。调查结果表明:1.学生对「～こむ」的语义用法掌握不全面。2.给前项动词添加"向内部移动"的方向性,即「～こむ」原型语义,以及与前项动词结合后,语义完全变化成为熟语的「～こむ」类习得情况较为容易;而前项动词和「～こむ」结合后,语义发生扩大或缩小等微妙变化的「～こむ」类习得较为困难。3.中国学生的「～こむ」偏误多来自母语迁移和认知差异的影响。This paper studies how Chinese advanced Japanese language learners learn the meanings of“-komu”in terms of the productive ability test.The findings are as follows:1).Learners have not totally learned all the meanings of it;2).Learners have nearly learned its conceptual and idiomatic meanings when it is attached to the frontpositioned verbs;As for the subtle changes of its meanings(narrowing or broadening)when it is attached to the front-positioned verbs,learners have difficulties in learning.3).Learners made interlingual errors which are mainly because of the negative transfer of mother tongue and intralingual errors because of their insufficient proficiency of the target language.

关 键 词：复合动词 「~こむ」 二语习得 语言迁移 

分 类 号：G4[文化科学—教育学]