国内近二十余年间日语二语习得研究现状分析  

An Analysis of Current Research Concerning Japanese Second Language Acquisition in China over 20 years

作　　者：冷丽敏[1] 郭朝暾 Leng Limin;Guo Zhaotun(Beijing Normal University,China)

机构地区：[1]北京师范大学外国语言文学学院

出　　处：《日语学习与研究》2022年第6期104-114,共11页Journal of Japanese Language Study and Research

摘　　要：截至2021年的国内期刊发文数据显示,日语教育相对于英语教育及对外汉语教育而言,二语习得研究略显薄弱。通过对采集数据的量化与质性分析,显现出基于对比语言学理论、从偏误及母语迁移角度探究学习者的日语语言知识习得的研究居多,其中鲜有从认知语言学视角的研究,且实证研究较少。面对众多的高校日语学习者,日语习得研究应借鉴英语教育及对外汉语教育二语习得研究的成果与范式,开展更多的实证研究,同时需要建设日语学习者的多样化的语料库,为教材研发及教师提高教学质量提供科学的数据支撑,为促进中国日语学习者语言能力的发展奠定坚实的基础,真正实现科研服务于教学。Data published in domestic journals up to 2021 show that, in terms of Second Language Acquisition, Japanese education is slightly weaker than English education and Teaching Chinese as a Foreign Language. Through quantitative and qualitative analysis of the collected data, it is revealed that based on contrastive linguistic theory, most of the studies have explored learners’ Japanese language knowledge acquisition from the perspective of errors and mother tongue transfer, while there are few studies from the perspective of cognitive linguistics theory and empirical studies are few. Facing the large number of Japanese learners in colleges and universities, Japanese acquisition research should draw on the results and paradigms of English education and second language acquisition research in Teaching Chinese as a Foreign Language, and carry out more empirical research, and construct a diversified corpus for Japanese learners, so as to provide scientific data support for the research and development of teaching materials and teachers’ improvement of teaching quality, lay a solid foundation for promoting the development of Chinese Japanese learners’ language ability, and truly realize the aim that scientific research serves teaching.

关 键 词：日语教育 现状与发展动向 二语习得研究 英语教育 对外汉语教育 

分 类 号：H36[语言文字—日语]