日语母语者和学习者所考虑的多义动词的意思体系——以动词“あがる”为例  

The Meaning System of Polysemous Verbs Considered by Native Speakers and Learners of Japanese—Taking the Verb “あがる” as an Example

作　　者：张筱天 

机构地区：[1]西安外国语大学日本文化经济学院,陕西 西安

出　　处：《现代语言学》2024年第8期148-155,共8页Modern Linguistics

摘　　要：本研究关注日语作为第二语言学习中的多义动词难题,特别是针对中文母语者在学习日语时常遇的挑战。研究表明,日常语言中频繁使用的多义词,尤其是多义动词,如“あがる”,其多样的含义(如“登上”、“进入”、“寄送”)使得单纯依靠词典定义难以准确掌握。传统教学方法倾向于孤立地教授每个含义,忽视了语境的重要性。为了改善这一现状,研究主张在具体语境中教授词汇,将焦点从单个单词转移到单词的共起表现,以此提升学习效果。本研究旨在为基础的词汇学习教材开发提供指导,致力于为中国日语学习者创造更有效的学习资源。通过结合语境和共起表现的教学方法,研究期望帮助学习者更好地理解和应用多义动词,减少误用现象,提高整体语言水平。This study focuses on the polysemous verb problem in learning Japanese as a second language, especially for the challenges that Chinese native speakers often face in learning Japanese. Studies have shown that polysemous words frequently used in everyday language, especially polysemous verbs such as “あがる”, have a variety of meanings (e.g. “to board”, “to enter”, “to send”) that make it difficult to accurately grasp using dictionary definitions alone. Traditional teaching methods tend to teach each meaning in isolation, ignoring the importance of context. In order to improve this situation, the study advocates teaching vocabulary in specific contexts, shifting the focus from individual words to the collective performance of words, in order to improve learning. The purpose of this study is to provide guidance for the development of basic vocabulary learning materials and to create more effective learning resources for Chinese-Japanese language learners. By combining the teaching methods of context and co-expression, the research is expected to help learners better understand and apply polysemous verbs, reduce the phenomenon of misuse, and im

关 键 词：多义动词 典型理论 共起表现 第二言语习得 

分 类 号：H31[语言文字—英语]