不同语法体系背景下我国大学日语语法教学效果的实证研究  

An empirical study of the teaching effect of different Japanese grammatical systems in Chinese universities

作　　者：蔡妍[1] 林璋[2] CAI Yan;LIN Zhang(College of Foreign Languages,Fujian Normal University,Fuzhou 350007,China)

机构地区：[1]福建师范大学外国语言文学博士后科研流动站,福建省福州市350005 [2]福建师范大学外国语学院,福建省福州市350007

出　　处：《外语教学与研究》2019年第3期459-469,F0003,共12页Foreign Language Teaching and Research

摘　　要：目前我国的大学日语语法教学主要采用日本中小学国语教学中使用的“学校语法”和以非母语学习者为对象编制的“日语教学语法”这两套语法体系。从教学视角来看,二者的差异主要体现在“组装型”与“集成型”思维、“意义型”与“形态型”助词习得、“简体为本”与“敬体优先”动词活用形习得三个方面。实验显示,当习得的语法点数量较少、形式较简单、难度较低时,二者的教学效果没有显著性差异;当习得的语法点数量增加、形式更复杂、难度更高时,学校语法的教学效果总体优于日语教学语法。这与大学日语学习者自身具备的逻辑思维能力、知识背景与习得过程中的注意力分配有关。In Chinese universities,Japanese grammar teaching includes two grammatical systems,namely school-based grammar and Japanese teaching grammar.In the sense of pedagogy,the differences of these two systems mainly lie in the ways of thinking,vocabulary learning and verb learning.This paper provides an empirical study on the teaching effect of the two grammatical systems.The results show that there is no difference between these two systems when the teaching content contains a small number of grammatical points,simple grammatical forms and a lower level of difficulty.However,the teaching effect of school-based grammar is better than that of Japanese teaching grammar when the teachi ng content contai ns more grammatical points,more complex forms and a higher level of difficulty.These differences are closely related to the logical thin king,knowledge background and attention allocation of second language learners.

关 键 词：学校语法 日语教学语法 教学效果 实验研究 

分 类 号：H09[语言文字—语言学]