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本文是关于日语助动词“そうだ”及“ようだ”使用区别习得研究。希望通过本文的研究能够对中国日语学习者的敬语学习以及日语专业助动词教学有所帮助。本文以常州大学怀德学院日语系学生为对象进行调查问卷,从而从中找出日语专业学生对于助动词“そうだ”及“ようだ”的易错知识点。本论文分为三部分;第一部分为助动词“そうだ”及“ようだ”的使用方法介绍;第二部分为“そうだ”及“ようだ”使用区别辨析;第三部分为本次调查问卷的对象、方法、内容以及结果的汇总分析。从结果中总结出学生们对于相似助动词的辨析意识薄弱,并且学习时间不同对于相似助动词的使用正确率也不同,即学习时间越长使用越准确。同时对于今后日语助动词教学也归纳出需要多为学生准备相似语法点的辨析练习,提高学生对语法使用辨析的重视程度,从而更牢固的掌握知识点。
This article is about Japanese Auxiliaries “そ う だ ” and “よ う だ ” Using Differentiated Acquisition Research. It is hoped that this study can be of great help to the study of honorific language in Japanese language learners and the teaching of Japanese aids. In this paper, a questionnaire is made for students of Japanese Department of Huaide College in Changzhou University to find out the error-prone knowledge points of Japanese majors for auxiliary verbs “そ う だ” and “yo だ da”. This paper is divided into three parts; the first part is the introduction of the use of auxiliaries “そ う だ ” and “yo だ da”; the second part is the use distinction of “そ う だ” and “yo u da” Part of the questionnaire for the object, method, content and results of the pooled analysis. From the results, it is concluded that students’ awareness of similar auxiliary verbs is weak, and the different learning time also has different correct use rates of similar auxiliary verbs, that is, the longer the learning time is, the more accurate they are to use. In the meantime, it is necessary to summarize the discriminative practice of preparing more similar grammar points for students in order to improve students’ recognition of grammatical usage in order to better grasp the knowledge points.