台湾人日本語学習者の二字熟語に見られる誤読に関する一考察

Abstract

關於台灣日語學習者二字熟語之誤讀考察 摘要

日語中的漢字讀音，受到傳入時代的影響，有和中文類似的讀音，也有完全不同的讀音。因此，以中文作為母語的台灣人日語學習者，在判斷日文讀音時，若藉由中文的漢字音去類推，有時會有所幫助，但反之則會造成讀音上的錯誤。 另一方面，在日語裡每個音節的發音皆擁有相同長度，若是發音長度改變，則意思也可能產生改變。反觀中文無此現象，因此，這點對學習者來說是不容易的。 本研究希望對於日語教育之漢字學習有所幫助，試以台灣人中文母語話者作為對象，從誤讀的觀點來了解二字熟語的學習狀況，並探討問題點所在及改善方法。具體來說，將實驗項目分為「中文音類似」、「中日兩語言音類似」及「日語拍感覺」，並將焦點置於由二字漢字所形成的漢字語，藉由問卷調查來觀察不同程度的學習者之誤讀傾向及原因並進行檢討。其結果如下： 1. 關於「中文音類似」的項目，可觀察到隨著學習程度的提升，誤讀情況逐漸減少。且誤讀的原因可發現，從中文知識轉變至受到日文相關知識之影響。運用中文知識而產生誤讀的學習者主要集中在初級；中級學習者則漸漸地開始運用所學之日語知識，但仍持續受到中文讀音之影響；上級學習者雖有觀察到因中文知識而產生誤讀的現象，但主要以運用日語知識為主。

2. 在「中日兩言語音類似」的項目中，看到二字熟語的漢字前項語與後項語的誤讀率是大致相同的，且在「鼻音誤讀」的傾向中發現前項語較為容易產生誤讀。而學習者的知識運用方式則與「中文音類似」相同。 3. 在「日語拍感覺」的項目中可發現不論長音或短音單字，誤讀率皆是後項語為高。但在長音的漢字中「拍減少」的情況前項語較多，而在短音漢字中「拍增加」的情況則是後項語居多。此外，可看出中級階段的學習者漸漸受到日語知識之影響。

Research on Taiwan Japanese Learners’ Mispronunciation of Two-Character Idioms ABSTRACT Influenced by the times of introduction of Chinese character’s pronunciation, some Chinese characters in Japanese have pronunciations similar to Chinese, and some have totally different pronunciations from Chinese. Consequently, for Taiwanese Japanese learners whose mother language is Chinese, on judging Japanese pronunciations, if they analogize the pronunciations based on Chinese character’s pronunciation, it may help sometimes, but sometimes it will lead to mispronunciations as well. On the other hand, every syllable of Japanese word has the same pronunciation length. As a result, when the pronunciation length changes, the meaning may change with it, which may raise difficulty in learning Japanese. This research expects to have positive influence on learning Chinese characters in Japanese. It adopted Taiwanese with Chinese as their mother language as the research subjects. From the perspective of mispronunciation, it explored their learning situation of two-character idioms, and proposed the problematic points and the methods for improvement. Physically, it categorized the experiment into three items; that is, “Pronunciation Similar to Chinese”, “Similar Pronunciation in both Chinese and Japanese”, and “Sense of Syllable in Japanese”. And, the experiment placed the emphasis on two-character Chinese vocabulary. By means of questionnaires, it observed mispronunciation tendency and the causes of learners in different learning levels with an attempt to conduct examination. The research results are as follows: 1. In “Pronunciation Similar to Chinese”, we have observed that as the learning level raises, the condition of mispronunciation decreases. Besides, it has been found that the causes of mispronunciation are influenced by transformation of Chinese knowledge to Japanese knowledge. Students who mispronounce by exerting Chinese knowledge are mainly learners in the beginning level. Though Chinese pronunciation continues to have an impact on their Japanese pronunciation, students in middle level gradually exert Japanese knowledge they have absorbed. As for students in high level, mispronunciation still occurs due to influence of Chinese knowledge, but students tend to exert Japanese knowledge to learn the pronunciation primarily. 2. In “Similar Pronunciation in both Chinese and Japanese”, in regard of two-character idioms, we saw the mispronunciation rates of the first character and the second character are similar. In addition, in tendency of “mispronunciation of nasal sound”, we found that it is easier for the students to mispronounce the first character in two-character idioms. As for learners’ way to exert knowledge, it is similar to that of those in “Pronunciation Similar to Chinese”. 3. In “Sense of Syllable in Japanese”, we found that no matter it is two-character idiom with long pronunciation or that with short pronunciation, the mispronunciation of the second character is higher in both cases. However, in Chinese, “decrease of syllables” in Chinese vocabulary with long pronunciation occurs in the first character more often, while “increase of syllables” in Chinese vocabulary with short pronunciation occurs in the second character more often. Additionally, for Japanese learners in middle level, we found that they are influenced by Japanese knowledge gradually.