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作  者:刘晓华[1] 

机构地区:[1]大连外国语学院日本语大学,辽宁大连116044

出  处:《东北亚外语探讨》2017年第1期19-26,共8页

基  金:教育部人文社会科学探讨青年基金项目“认知语言学视角下的日语条件句习得探讨”(11YJC740069)的阶段性成果。

摘  要:现行日语教材条件用法解释的处理方式为探讨对象,从认知语言学的认知模式理论出发,对日语条件句各形式的交叉用法进行了略论,研讨认知语言学在教材编写和具体的教学方略中运用的可行性,指出应遵循认知语言学的原型理论,首先明确各形式的原型用法,再逐步教授交叉用法。并以「ば」形式为中心,编写了用法解释的试案。同时指出,明确中日条件句表达的意义对应联系关于解决条件句习得困难问题具有重要的意义。With the illustration of the usages of Japanese conditionals in current Japanese teaching materials as its analytical object, the essay analyzes the cross usages of all forms of Japanese conditionals from the perspective of cognitive model theory in cognitive linguistics. The essay discusses the applicability of cognitive linguistics’ knowledge in the compilation of teaching materials and specific teaching strategies. It has been pointed out that the archetypal theories in cognitive linguistics should be observed. The usages of various forms of archetypes should be clearly understood, after which cross usages of Japanese conditionals can be delivered. Taking the「ba」type for example, the experimental scheme of the illustration of the usages has been compiled. At the same time, this essay demonstrates the importance of resolving problems in the process of acquiring Japanese conditionals by defining the semantic equivalent relationship between Chinese and Japanese conditionals.

关 键 词:认知语法 

分 类 号:H369[语言文字—日语]

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