作 者：刘晓华[1] 黄一峰[1] 机构地区：[1]大连外国语学院 出 处：《日语学习与探讨》2017年第5期87-95,共9页 基 金：2017年度中国教育部人文社会科学探讨一般项目(课题名称:认知语言学视角下的日语条件句习得探讨;项目编号:11YJC740069;项目负责人:刘晓华)的部分探讨成果 摘 要：本文以日语教材中有关条件句「ば」「、と」「、たら」「、なら」四种形式的处理方式为探讨对象，日语毕业论文，在对先行探讨进行略论整理的基础上，从项目提出、用法说明、练习题、汉日对应等方面对四套日语教材进行了对比考察，发现现有教材在条件句相关的项目编写中普遍存在缺乏整体性、解说用语模糊抽象等问题，提出可尝试应用认知语言学原型理论探索条件句教学环节中教材因素问题的解决对策。This article focuses on the processing mode of four forms of Japanese conditional sentence-“ba”,“to”,“tara”,“nara”- in Japanese teaching materials. Based on the analyses and arrangements of previous research, this article compares four sets of Japanese teaching materials from the aspects of putting forward items, illustrating usages, exercises and Chinese-Japanese correspondence. We find that the existing Japanese teaching materials suffer from a lack of integrality and see that the defining words in the materials are vague and abstract when conditional sentences are compiled. This article attempts to apply the prototype theory of cognitive linguistics to the analysis of problems in the teaching steps of Japanese teaching materials in order to come up with some solutions. 关 键 词：日语条件句 原型理论 教材略论 原型用法 认知语言学 分 类 号：H0[语言文字—语言学] ，日语论文 |
