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在考虑今后日语教育的发展前景时,有一点不容忽视,那就是如何把学习者的母语知识与日语的二语习得相结合来开展日语教育。本文就是从这一观点出发,以母语为汉语的日语学习者中常见的日语误用「的」为考察对象,使用语料库及问卷调查的结果计算出母语为汉语的日语学习者用母语知识来思考时「的」的一致率,进行了比较。得出的结果是,用汉语思考时,形容词(如「重要」)的一致率很高(84.7%),有形容词性的名词(如「科学」)就相对低了一些(76.2%)。但是,仅这两项加起来的平均一致率已达75%以上,通过这一事实,得出「的」的母语正迁移率高这一结论。最后,本文的另一着眼点,是为“以母语为背景来思考日语教育”这一视点提供一种方法论。
In considering future development prospects of Japanese education, one can not be ignored, that is, how to combine Japanese language learning with the mother tongue knowledge of learners to conduct Japanese education. From this point of view, this article examines the misunderstanding of Japanese, which is common among Japanese learners whose mother tongue is Chinese, and uses the results of the corpus and questionnaire to calculate that Japanese learners whose mother tongue is Chinese learn from their mother tongue When the “yes” of the consistency rate, were compared. The result is that when thinking in Chinese, the consistency of adjectives (eg “important”) is high (84.7%) and that of adjectives (eg “science”) is relatively low (76.2%). However, only the average rate of agreement between these two measures has reached more than 75%. Based on this fact, we can conclude that there is a positive mother-tongue transfer rate. Finally, another point of this article is to provide a methodology for the “thinking Japanese education in the context of mother tongue”.