日语复合动词「~出す」造词力较强、用法较复杂、习得难度较大,一直是二语习得领域的热点议题。本文基于日语学习者语料库,通过使用情况、正确率情况两个板块调查「~出す」的习得,目的在于明晰「~出す」的不同用法在习得过程中的先后顺序,分析造成学习者出现「~出す」偏误的原因,给出恰当的习得方法建议。结果发现,「~出す」的习得顺序为:“显在化”义 > “移动”义 > “开始”义。偏误原因主要为复合动词输入量不足,对构词规则习得的不充分以及母语干扰等。因此学生应对较难习得复合动词进行更多的输入学习,教师有必要系统地向学生说明复合动词的复合规则。该研究采用了大型学习者语料库,弥补了过往「~出す」习得研究的数据局限问题,为今后的研究提供了更客观的数据支持。The Japanese compound verb “dasu” has been a hot topic in the field of second language acquisition because of its strong word formation, complex usage, and difficulty in acquisition. Based on a corpus of Japanese language learners, this paper investigates the acquisition of “dasu” in two sections, usage and correctness. The purpose of this study is to clarify the order of acquisition of different usages of “dasu”, to analyze the causes of learners’ errors and to suggest appropriate acquisition methods. It was found that the order of acquisition of “dasu” was as follows: “manifestation”, “movement”, “beginning”. The main reasons for the errors were insufficient input of compound verb and word formation rules, as well as interference from the native language. Therefore, students should get more input for harder-to-acquire compound verbs, and it is necessary for teachers to systematically explain the compounding rules of compound verbs to students. This study used a large corpus of learners, which remedied the problem of data limitations in previous “dasu” acquisitions studies
