發(fā)布時(shí)間：2018-01-12 06:17

  本文關(guān)鍵詞：基于組合關(guān)系理論的日語(yǔ)多義動(dòng)詞的詞義分析及其翻譯方法考察　出處：《廣西大學(xué)》2014年碩士論文　論文類型：學(xué)位論文

  更多相關(guān)文章： 語(yǔ)義組合 日語(yǔ)多義動(dòng)詞 “ひく” “おちる” 詞義分析 日中翻譯

【摘要】：日語(yǔ)中,許多多義詞都是基礎(chǔ)詞匯,而這些看似簡(jiǎn)單的詞匯實(shí)則義項(xiàng)繁多、詞義復(fù)雜。對(duì)于日語(yǔ)學(xué)習(xí)者來(lái)說(shuō),隨著學(xué)習(xí)的深入,或多或少會(huì)感到一些混亂。擁有近40種義項(xiàng)的動(dòng)詞「(?)」以及擁有近30種義項(xiàng)的動(dòng)詞「(?)」正是這樣的多義詞。由于其詞義繁多、義項(xiàng)復(fù)雜,在翻譯成中文時(shí)需要根據(jù)其前接名詞的不同而選擇不同的譯語(yǔ)進(jìn)行翻譯,所有這些對(duì)于日語(yǔ)學(xué)習(xí)者來(lái)說(shuō)是一個(gè)比較棘手的、同時(shí)也是一個(gè)值得考察的問(wèn)題。 結(jié)構(gòu)主義語(yǔ)言學(xué)認(rèn)為,語(yǔ)言作為一種音義結(jié)合的符號(hào)并非孤立存在,語(yǔ)言符號(hào)與符號(hào)之間緊密聯(lián)系、從而形成一個(gè)系統(tǒng)。語(yǔ)言符號(hào)的各級(jí)語(yǔ)義單位之間主要存在兩種關(guān)系,即聚合關(guān)系和組合關(guān)系。其中,語(yǔ)義的聚合關(guān)系不僅是指具有共同點(diǎn)又有不同之處的語(yǔ)義單位之間的各種相互關(guān)系,也指在句子中的某一位置能夠互相替換的語(yǔ)言單位之間的關(guān)系；語(yǔ)義的組合關(guān)系是指在語(yǔ)流中各個(gè)語(yǔ)義單位按一定的規(guī)則前后連接而形成的關(guān)系,它體現(xiàn)了語(yǔ)流中語(yǔ)言單位之間的線性相互關(guān)系。語(yǔ)義的搭配不僅要符合語(yǔ)法規(guī)則,還要遵守語(yǔ)義的組合規(guī)律。 因此,本論文中,通過(guò)對(duì)多義動(dòng)詞的義項(xiàng)進(jìn)行梳理、利用語(yǔ)義的組合規(guī)律考察多義動(dòng)詞“(?)”“(?)”與之搭配的名詞之間的共起關(guān)系,并根據(jù)多義動(dòng)詞前接名詞的詞義屬性制定多義詞的翻譯規(guī)則,這可以為日語(yǔ)學(xué)習(xí)者提供一種可行的、學(xué)習(xí)日語(yǔ)多義詞的方法。 本論共由六章構(gòu)成,這里將大概內(nèi)容概括如下： 第一章是序論部分,主要介紹論文的意義、目的、先行研究、視點(diǎn)及其研究方法。 第二章在先行研究的基礎(chǔ)上,闡明語(yǔ)義組合的相關(guān)理論、多義詞的定義,并介紹語(yǔ)義組合理論運(yùn)用于多義詞的詞義分析的情況。筆者從而認(rèn)為,對(duì)于日語(yǔ)學(xué)習(xí)者的多義詞詞義習(xí)得而言,利用共起關(guān)系學(xué)習(xí)、研究多義詞詞義是有必要的。 第三章以日語(yǔ)多義動(dòng)詞(?)”“(?)”為例,分別利用詞典和語(yǔ)料庫(kù)對(duì)其進(jìn)行較為詳盡的語(yǔ)義考察。通過(guò)詞典考察,把“孫”一詞的詞義共分為41項(xiàng),把“(?)”的詞義共分為34項(xiàng)。其次,再通過(guò)從語(yǔ)料庫(kù)抽選出實(shí)際的語(yǔ)例分別考察“(?)”“(?)”各詞義的實(shí)際運(yùn)用情況,通過(guò)考察從語(yǔ)料庫(kù)中抽出的實(shí)際語(yǔ)例,把“(?)”一詞的詞義用法歸納為17項(xiàng),把“(?)”一詞的詞義用法歸納為12項(xiàng)。 第四章是在第三章語(yǔ)義分析的基礎(chǔ)上,根據(jù)多義詞前接名詞的詞義屬性以及“(?)”“(?)”與名詞之間的共起關(guān)系,提供多義詞“(?)”、“(?)”的翻譯規(guī)則。在本論中,共制作17個(gè)多義詞“(?)”的翻譯規(guī)則和10個(gè)多義詞“(?)”的翻譯規(guī)則。 第五章以廣西大學(xué)日語(yǔ)專業(yè)本科三、四年級(jí)的學(xué)生為對(duì)象實(shí)行問(wèn)卷調(diào)查。問(wèn)卷分兩部分進(jìn)行：首先對(duì)同學(xué)們的多義詞習(xí)得情況開(kāi)展問(wèn)卷調(diào)查分析；然后在告知同學(xué)們多義詞翻譯規(guī)則的基礎(chǔ)上,展開(kāi)第二部分的問(wèn)卷調(diào)查。通過(guò)分析前后兩部分問(wèn)卷調(diào)查的數(shù)據(jù),從而檢驗(yàn)基于語(yǔ)義組合關(guān)系的多義詞習(xí)得方法的可行性。 第六章是本論文的結(jié)論部分。此章對(duì)本論文進(jìn)行了梳理,整理留下的問(wèn)題點(diǎn),提示今后的課題。 本論文對(duì)日語(yǔ)多義動(dòng)詞“(?)”“(?)”進(jìn)行了較為詳細(xì)的語(yǔ)義考察,并且利用語(yǔ)義的組合理論考察了多義動(dòng)詞“(?)”“(?)”與之搭配的名詞之間的共起關(guān)系,并根據(jù)其前接名詞的詞義屬性的不同提供了多義動(dòng)詞“(?)”“(?)”的翻譯規(guī)則,最后通過(guò)問(wèn)卷調(diào)查驗(yàn)證基于語(yǔ)義組合的翻譯方法在日語(yǔ)教育中、在多義詞的習(xí)得過(guò)程中的可行性。這可以給今后的日語(yǔ)教育和多義詞的習(xí)得帶來(lái)一定的啟示。本論文不僅對(duì)日語(yǔ)學(xué)習(xí)者了解和掌握多義動(dòng)詞“(?)”和“(?)”的詞義提供一定的幫助,而且也能給日語(yǔ)學(xué)習(xí)者了解和掌握其他多義動(dòng)詞帶來(lái)一定的啟示,具有一定的學(xué)術(shù)價(jià)值和應(yīng)用價(jià)值。
[Abstract]:In Japanese, many polysemous words are basic words, and these seemingly simple words but meanings are complex meaning. For Japanese learners, with the in-depth study, more or less will feel some confusion. With nearly 40 meanings of the verb "(?)" and has nearly 30 meanings of the verb "(it is this?"). Due to its various meanings of polysemous words, meanings in complex, translated into Chinese need according to the noun before then select different target language translation, all of these for Japanese learners is a difficult, but also a problem worth exploring.
That structural linguistics, with language as a sound symbol is not isolated, the close relationship between language symbols and symbols, thus forming a system. There are two kinds of relationship between levels of semantic units of language symbols, namely the paradigmatic and syntagmatic relation. The semantic paradigmatic relation refers not only to have the common points and there are various relationships between different semantic units, also refers to the relationship between language units at a particular position in the sentence can replace each other; the combination of semantic relationship refers to the relationship in English semantic units according to certain rules and connections are formed, it reflects the linear relationship between the flow of language in the language unit. The semantic collocation should not only conform to the rules of grammar, but also comply with the combination rule of semantics.
Therefore, this thesis, through combing the meanings of polysemous verbs, using the combination rule of semantic investigation of polysemous verbs "(?)" and "(?)" is the relationship between noun and collocation, and according to the meanings of polysemous verbs before nouns attribute formulation of polysemy translation rules, it can Japanese learners to provide a feasible method, learning Japanese polysemous words.
This theory is composed of six chapters, and the general content is summarized as follows:
The first chapter is the introduction part, mainly introduces the purpose, significance, research advance, viewpoint and research methods.
The second chapter based on previous research, the related theory to clarify semantic combination, the definition of polysemy, and the combination of semantic theory to the polysemy of lexical analysis. Thus the author believes that the acquisition of polysemous words for Japanese learners, using correlation learning, study of polysemous words is necessary.
The third chapter in Japanese polysemous verbs (?) "and" (?) "as an example, using the dictionary and corpus to carry on the detailed investigation. Through the semantic dictionary of the word" sun "consists of 41 items," (?) "the meaning is divided into 34. Secondly, through the cases selected from the actual extraction language corpus respectively" (?) "and" (?) "the actual use of the word, by examining the actual examples extracted from the corpus, the" (?) "the meaning of use of the word into 17," (?) "meaning a word into 12.
The fourth chapter is based on the semantic analysis in the third chapter, according to the meanings of polysemous words attribute nouns and "(?)" and "(?)" and relationship between nouns, provide polysemous word "(?)", "(?)" the translation rules. In this theory, a total of 17 a polysemous word "(?)" translation rules and 10 polysemous word "(?)" translation rules.
In the fifth chapter, Guangxi University undergraduate majoring in Japanese three, the fourth grade students as the object of the questionnaire. The questionnaire is divided into two parts: the first acquisition of polysemous words of students conducted a questionnaire survey and analysis; then inform students of polysemy translation rules, developed the second part of the survey data through the two part. The questionnaire before and after analysis, so as to test the feasibility of polysemy acquisition method based on the combination of semantic relations.
The sixth chapter is the conclusion of this paper. This chapter combs the thesis, collate the problems left behind, and prompt the future topic.
The Japanese verb "(?)" and "(?)" the semantic of a more detailed study, and by using the theory of combination of semantic study of polysemous verbs "(?)" and "(?)" is the relationship between noun and collocation, and provides the polysemous verbs according to their meaning by attributes the noun before different "(?)" and "(?)" the translation rules, finally through the questionnaire validation based on the translation methods of semantic combination in Japanese education, feasibility in the process of polysemous words acquisition. This can bring some enlightenment to the future of Japanese education and the acquisition of polysemous words. This paper not only for Japanese learners to understand and master the polysemous verbs "(?)" and "(?)" meaning to provide some help, but also for Japanese learners to understand and grasp the other polysemous verbs bring certain enlightenment, has certain academic value and application value.

【學(xué)位授予單位】：廣西大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2014
【分類號(hào)】：H36

【參考文獻(xiàn)】

相關(guān)期刊論文 前1條

1 孫t樔，

本文編號(hào)：1413048