從共現語詞看日語的 「春‧夏‧秋‧冬」－以華日語對比觀點為主

A Study of Collocations in Japanese by '春' '夏' '秋' '冬': A View from Contrastive Linguistics Research of Chinese and Japanese

和偏重日本語學知識的1988－2002年「日語教育能力檢定測驗」的出題範圍相較之下，2003年度起實施的社團法人日語教育學會認定「日語教育能力檢定測驗」的出題範圍中，對於跨文化溝通能力認識程度的測試乃為重要項目。亦即，經由日語所進行的跨文化溝通能力培育為21世紀日語教育的重要目標，而日語教師不只是要提示日語的語音、語彙、文法項目而已，經由文化關聯事項的介紹來培育異文化理解能力也是必要工作之一。例如：華日兩語的「春‧夏‧秋‧冬」不僅是使用頻率不一，因氣候要素所產生的日本的季節、日語的季節感和台灣的季節、華語的季節感都大異其趣。本論文從台灣日語教育的觀點探討日語語料庫以及語彙調查中的「春」「夏」「秋」「冬」相關語詞之後，分析日語語料庫中「春」「夏」「秋」「冬」及其共現表達法所呈現出來的日語季節感。但願本研究之成果能夠提供相關領域人員參考。

1988-2002, Japanese language teaching competency test emphasized on Japanese linguistics. Since 2003, it emphasizes the importance of cross-cultural communication skills. It means to foster cross-cultural communication skills is an important goal of modern Japanese education. A Japanese teacher's work does not only present the item of a Japanese sound, a vocabulary, and grammar. It is also required to introduce culture and to raise cross-cultural understanding capability. For example, in Chinese and Japanese, it is different in the frequency in use of '春' '夏' '秋' '冬'. And a season of Japan and a Japanese sense of the season should differ from fairly the season of Taiwan, and a Chinese sense of the season with the climate element. This paper considers '春' '夏' '秋' '冬' in a Japanese thesaurus and vocabulary research first from the Taiwan Japanese-language-education standpoint. And a Japanese sense of the season is analyzed from the '春' '夏' '秋' '冬' collocations with nouns and adjectives in a Japanese corpus, comparing with Chinese.