The Research On The Comparison And The Acquisition Of Degree-Category Between Chinese And Japanese

The degree category is one of the important semantic categories in language and has many expressions.In this paper,based on the motivation field binding theory and conceptual metaphor theory,make a comparison on degree-category between Chinese and Japanese,and make a research on the universality and otherness of motivation on strong-degree category in Chinese and Japanese.Using modeling methods to establish a systematic model for analyzing and summarizing the types and relationships of strong degree categories.Then the paper fully analyzes the learner's language and uses statistical and data analysis methods to observe,analyze,and demonstrate the relationship between the degree of universality of strong-degree category markers and the efficiency of second language acquisitionThis thesis consists of 5 parts.Chapter 1 is an introduction,including the reasons for the topic,the research methods,the source of corpus,the framework of the research,the definition of degree categories,and the current research of degree categories.In chapter 2,we clearly defi ne the scope and classification of the degree categories in Chinese and Japanese,and sort out 171 words of Chinese and 152 words of Japanese,which can express the degree category.We points out the asymmetry in the degree category:compared with the weak degree,the strong degree is the unmarked items,which has a large number,strong performance,and constantly producing new expressions.Chapter 3 discusses the motivation source of strong-degree categories.Chapter 4 analyzes the situation of Japanese native speakers use Chinese-degree words and Chinese native speakers acquire Japanese-degree words.The learner's grasp of the extent category is not comprehensive.Both of them overuse few common degree words and evade the use of other degree words,and lead to the lack of vividness and accuracy in their expressions.We suggest that teachers may pay attention to the use of analytical methods in the teaching of degree categories,apply the motivation and associations to teaching,and pay attention to the comparison of learners' mother language.The conclusion part summarizes the thesis and points out the limitation of the thesisThis analysis shows that:(1)The motivational strategies of the strong-degree category are all dictated by the real world and the cognitive basis,that is,from the conceptual knowledge field,and the metaphor is only its inflected form,thus showing the inevitable side.However,under the intervention of language economy principle,cognitive style and linguistic meaning,the concept of strong-degree in language can only have part of all the patterns of motivation.The actual acquisition of motivational qualifications shows a selective and probabilistic aspect.This has created the conceptual universality and diversity of language.(2)Motivations are subordinated to the limited motivational models.They are ultimately classified into two basic motivationall systems:metonymy and metaphor.(3)There is a certain correlation between the degree of similarity between the native language and the target language and the degree of similarity between the second language teaching efficiency and the difficulty of acquisition.Many of the strong-degree words can be summed up from 38 sources of evidence.These 38 sources of reasoning can be further summed up into 7 motivational models,and finally they are classified into metaphor and metonymy.