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  本文關(guān)鍵詞：基于組合關(guān)系理論的日語多義動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： 語義組合 日語多義動詞 “ひく” “おちる” 詞義分析 日中翻譯

【摘要】：日語中,許多多義詞都是基礎(chǔ)詞匯,而這些看似簡單的詞匯實則義項繁多、詞義復(fù)雜。對于日語學(xué)習(xí)者來說,隨著學(xué)習(xí)的深入,或多或少會感到一些混亂。擁有近40種義項的動詞「(?)」以及擁有近30種義項的動詞「(?)」正是這樣的多義詞。由于其詞義繁多、義項復(fù)雜,在翻譯成中文時需要根據(jù)其前接名詞的不同而選擇不同的譯語進行翻譯,所有這些對于日語學(xué)習(xí)者來說是一個比較棘手的、同時也是一個值得考察的問題。 結(jié)構(gòu)主義語言學(xué)認為,語言作為一種音義結(jié)合的符號并非孤立存在,語言符號與符號之間緊密聯(lián)系、從而形成一個系統(tǒng)。語言符號的各級語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,語義的聚合關(guān)系不僅是指具有共同點又有不同之處的語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言單位之間的關(guān)系；語義的組合關(guān)系是指在語流中各個語義單位按一定的規(guī)則前后連接而形成的關(guān)系,它體現(xiàn)了語流中語言單位之間的線性相互關(guān)系。語義的搭配不僅要符合語法規(guī)則,還要遵守語義的組合規(guī)律。 因此,本論文中,通過對多義動詞的義項進行梳理、利用語義的組合規(guī)律考察多義動詞“(?)”“(?)”與之搭配的名詞之間的共起關(guān)系,并根據(jù)多義動詞前接名詞的詞義屬性制定多義詞的翻譯規(guī)則,這可以為日語學(xué)習(xí)者提供一種可行的、學(xué)習(xí)日語多義詞的方法。 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、視點及其研究方法。 第二章在先行研究的基礎(chǔ)上,闡明語義組合的相關(guān)理論、多義詞的定義,并介紹語義組合理論運用于多義詞的詞義分析的情況。筆者從而認為,對于日語學(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。 第三章以日語多義動詞(?)”“(?)”為例,分別利用詞典和語料庫對其進行較為詳盡的語義考察。通過詞典考察,把“孫”一詞的詞義共分為41項,把“(?)”的詞義共分為34項。其次,再通過從語料庫抽選出實際的語例分別考察“(?)”“(?)”各詞義的實際運用情況,通過考察從語料庫中抽出的實際語例,把“(?)”一詞的詞義用法歸納為17項,把“(?)”一詞的詞義用法歸納為12項。 第四章是在第三章語義分析的基礎(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個多義詞“(?)”的翻譯規(guī)則和10個多義詞“(?)”的翻譯規(guī)則。 第五章以廣西大學(xué)日語專業(yè)本科三、四年級的學(xué)生為對象實行問卷調(diào)查。問卷分兩部分進行：首先對同學(xué)們的多義詞習(xí)得情況開展問卷調(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,展開第二部分的問卷調(diào)查。通過分析前后兩部分問卷調(diào)查的數(shù)據(jù),從而檢驗基于語義組合關(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。此章對本論文進行了梳理,整理留下的問題點,提示今后的課題。 本論文對日語多義動詞“(?)”“(?)”進行了較為詳細的語義考察,并且利用語義的組合理論考察了多義動詞“(?)”“(?)”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詞“(?)”“(?)”的翻譯規(guī)則,最后通過問卷調(diào)查驗證基于語義組合的翻譯方法在日語教育中、在多義詞的習(xí)得過程中的可行性。這可以給今后的日語教育和多義詞的習(xí)得帶來一定的啟示。本論文不僅對日語學(xué)習(xí)者了解和掌握多義動詞“(?)”和“(?)”的詞義提供一定的幫助,而且也能給日語學(xué)習(xí)者了解和掌握其他多義動詞帶來一定的啟示,具有一定的學(xué)術(shù)價值和應(yīng)用價值。
[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)位級別】：碩士
【學(xué)位授予年份】：2014
【分類號】：H36

【參考文獻】

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本文編號：1413048