Research On Lexical Teaching For Japanese Learners

Chinese-Japanese Homographs play an important role in learning Chinese vocabularies,bringing confusion to students from Japan and bridging two languages. By error analysis,the common errors are analyzed,kinds of reasons are inducted and teaching strategies are suggested in this work..First,the sample words in this work are chosen from Chinese HSK(HSK vocubulary and characters program,《汉语水平词汇和汉字等级大纲》).Second, Homographs are classified into homographs with the same meaning,homographs with different meaning and homographs with similar meaning according to the basic definition,the way adopted to clarify the language materials from corpus(the text corpy of HSK dynamic writings(Beijing Language and Culture University),《北京语方大学HSK动态作文语料库》) into three corresponding categories.Then,for the second time the materials are classified into errors in meaning,errors in collocation, errors in word classes and pragmatic errors.Finally,all the sentences are analyzed statistically,furthermore,by error analysis and statistical results,reasons for errors are inducted and further teaching suggestions are put forward.According to the statistical results,homographs with similar meaning occupy the largest proportion,then homographs with the same meaning,and homographs with different meaning the least;errors in meaning occupy the largest,errors in collocation the second largest,then errors in word classes,and pragmatic errors are the least.The reasons for errors mainly include negative transfer of mother tongue,near-synonym, pronunciation,avoidance strategy and reference books.Based on those findings,this work ends with the teaching suggestions:reducing learners' awareness of homographs, particular methods of lexical teaching,attaching importance to morpheme-meaning teaching and error-preventing.