Japanese Students Learning Chinese"Good" Words Of Bias Analysis

In this thesis I will analyze the word in Chinese and Japanese language is called " good " as an example, to Contrast and analysis how the word "good" in the use of irony to use in both Chinese and Japanese language, so that I can find the comparability in the two languages. Japanese-speaking learners of Chinese as a research object, Through the survey of Japanese native-speaking learners of Chinese language in the use of "good" with the form of questionnaires, The results of the analysis of the reasons for the inaccuracy to the corresponding results are summarized.The Japanese language to undertake the basis of the traditional Chinese language text. As time went on, The language began to have its own direction of development, In terms of the difference regardless of structure or customary can find the difference, there are differences and similarities, differences and the corresponding to become the basis of comparison, of which there are comparable, with comparable, there the basis of the research for native Chinese learners of Japanese, Chinese is their second language, there are many worthy of study in the acquisition process and order, however, from differences in Chinese and Japanese language and correspondence, voice, syntax, grammar, or vocabulary, in the acquisition process and the order will also be able to find study space.In this paper,"good" in Japanese and Chinese from the translator to explain, analyze the high frequency of use of irony sentences in order to find similarities and dissimilarities of the structure and usage of the two languages in the use of irony, and predict possible bias of the type. According to the classification on the use of irony in the two languages, design questionnaire. After the main Central China Normal University International Cultural Exchange School of Japanese students conduct a survey to analyze the survey results to find the types and causes of bias raised the daily Chinese teaching about the "good" word use of irony in the acquisition process teacher to choose those factors to the implementation of teaching, should start with a high proportion of negative transfer syntax point, or should we start from a similar point of grammar, the other teaching of vocabulary, syntax learning and dialogue training should account for classroom teaching, how many, etc.. For learners, this syntax should try to avoid the occurrence of migration Negative. Those points should be compared in the irony of learning to learn, which the abandoned mother-tongue thinking, learning, and these need to think about. This paper to investigate and study the issues raised above, the summary of teaching strategies and learning strategies, and put forward the view of " good " in the use of irony teaching and learning, these conclusions can be played in the Chinese language teaching and promotion positive role in guiding...