A Contrastive Study Of Chinese And Japanese Passive Sentences Based On Teaching Chinese As A Foreign Language

Passive sentences teaching has been the key points and difficulties in teaching Chinese as a foreign language.First, use frequency is higher in passive sentences in language communication, can master the passive sentences in their daily communication directly affect the students;Secondly, the passive sentences in books, newspapers and the film and television works are also often appear.However, the teaching of Chinese as a foreign language, students of passive sentences there is fear, master the situation is not satisfactory.So objective and in-depth analysis of Chinese, the difference of passive sentences for study and research of Chinese, passive sentences. Following is a brief summary of the differences of passive sentences in Chinese and Japanese:Japanese Passive Sentences consist of direct and indirect passive sentences, and Chinese ones contain passive sentences with signs and passive sentences without signs. Chinese and Japanese passive sentences both express semantic color of discontent, unhappy mood or damage to the body. Generally speaking the signs of Chinese Passive is a verb or preposition, but in Japanese it is preposition. Prepositional syntactic elements of signal words in Chinese passive sentences constitute adverbial elements; Japanese passive verbs and verb structures constitute predicate sentence.As high-context language, the Japanese also are cautious, dependent on the context of a more serious, tend to use more passive voice; While as a relatively low-context language, Chinese people are impulsive, do not heavily depend on context, tend to use the active voice. Chinese transitive verbs have their counterpart in Japanese. Most Chinese has its transitive verb counterparts in Japanese, as well as his self-verb pairs.On the basis of in-depth and comprehensive comparison of the similarities and differences between Chinese and Japanese passive sentences, the paper provides some suggestions in classroom teaching and teaching materials from the aspects of syntactic features, semantic and pragmatics.