作 者：刘雯[1] Liu Wen 机构地区：[1]大连外国语学院,辽宁大连116044 出 处：《科教文汇》2017年第28期180-183,共4页 摘 要：本文选取了《新学院日语标准教程》《实用日语教程》《新学院日本语》等7套普通高等教育＂十一五＂国家级规划教材作为考察对象,以揭示教材中所解释的＂らしい＂＂ようだ＂＂そうだ＂存在的问题。通过略论教材发现：1＂らしい＂＂ようだ＂＂そうだ＂零碎地分散在教材中;2＂らしい＂＂ようだ＂＂そうだ＂的导入顺序不恰当;3未明确区分＂らしい＂的传闻和推量用法;4对于＂らしい＂的语义解释具有不当之处;5混同了＂ようだ＂的推量和委婉用法;6未系统介绍三种语气词的语义关联和区别。针对以上问题点,本文认为需在明确三种语气词的语义关联和区别的情况下合理导入＂らしい＂＂ようだ＂＂そうだ＂,以期形成较为系统的知识框架。并且就在教学中该如何有效地教授三种语气词提出自己的见解。This paper selected 7 sets of the ＂eleventh five-year＂ national planning textbooks, including ＂New College Japanese Standard Course＂, ＂Practical Japanese Course＂, ＂New College Japanese＂ and so on, as the investigation objects, in order to reveal the problems existing in the textbooks involving the explanations of ＂らしい＂, ＂ようだ＂ and ＂そうだ＂. Through the analysis of the textbooks, it was found that： 1 ＂らしい＂, ＂ようだ＂ and ＂そうだ＂ are scattered in the textbooks; 2The introduction order of ＂らしい＂, ＂ようだ＂ and ＂そうだ＂ is improper; 3The usages of ＂らしい＂ in ＂it is said＂ and inference are not clear. 4There are improper aspects in the semantic explanation of ＂らしい＂; 5The inference and euphemism use of ＂ようだ＂ are confused; 6The relationship and differences of the three kinds of statement label designators are not systematically introduced. In view of the above problems, this paper holds that ＂らしい＂, ＂ようだ＂ and ＂そうだ＂ should be properly introduced based on a clear knowledge of the semantic relationship and differences of them, in order to form a relatively systematical knowledge frame-work. The writer also proposes some personal views on how to effectively teach them in teaching. 关 键 词： 分 类 号：H36[语言文字—日语] ，日语毕业论文，日语论文 |
