Japanese Students Learned Chinese Imperative Investigation And Error Analysis

Chinese Imperative is widely used in daily life,for example:in order to complete acommunication or a target for any purpose,Imperative will probably be used.Just because therelationship is different between the speakers,the expression is not the same all thetime:sometimes it may be tactful and sometimes it may be tougher.The difference cannot causedifferent types,it can be only seen in different kinds.At the same time, it is an important contentin the system of teaching foreigners.And in the Japanese teaching system,there is no the samelanguage concept as Chinese Imperative,the grammer contect is called “command-type”.At the point of pragmatic,both Chinese Imperative and Japanese “command-type” are theexpression of a sentence that resquest the listensers to do or donot do something.People fromdifferent countries have different life experience with different culture、different history、different mental and so on,such aspects lead to different choice in words、sentence patterns andso on.In the passage,I want to start with the analyzing of comparing the Chinese compative andthe Japanese “command-type”,in order to know the difference between the two types,and withthe standing point that students learning Chinese who from Japan,discussing the ways andstrategies for students from Japan.And I also want to do good to the innovation of teachingmethods and so on.Chapter1is the introduction of the topic in order to introduce the meaning of the topic andthe studying scope.From ancient times,China and Japan had frequent exchanges and learnt fromeach other,and we both had tremodous developments.Especially after1972,when China andJapan restored the normal communication,a hot wave had been set off,both in China and Japana lot of people began to learn Chinese.More and more Japanese can be seen in Chinese learningclasses.So whether from the ancient meaning or the position proximity,we should learn thesituation of Japanses’ Chinese studying and teaching strategies.‘Mashi wentong’(1898)is thefirst time definded the meaning of Chinese Imperative at the point of modern Chinese.With thedevelopment of Chinese researching theory,researchers began to define Imperative from“tone”and “function”.Iam agree with the theroy of “function”,so this topic is discussingfrom the point of “function”.Chapter2,analysing from Chinese and Japanese Imperative sentences constitute andusing,including the choice of subject、predicate、and the tone words and their using to comparethe difference of the two kinds of Imperative sentences.Chapter3:a survey of the situation of Japan students learning Chinese ImperativeSentences errors.Then analyse the factors which cause these errors.The main problems areabout:mis-using characters,improperly order,wrong using of verbs and Chinese speciallanguage style of “ba” and so on.Chapter4,analysing how to take measures to reduce the bias apperance in ChineseImperative,including teachers’ attitude,the impact of external factors,timeallocation,practice-oriented.Chapter5,begins with the problems that influnce the Chinese Imperative’s studying.Inorder to know how to change the ways that are using how to teach Japanese’s Chineseimperative.The first aspect is about the teaching strategies,the second aspect is how to innovatethe teaching methods,the third aspect is to change the book are used now,and the last is aboutthe teachers who teach foreigners’ Chinese,how to improve themselves,including teachingmethods and their own knowledge.Chapter6is the conclusion.Since I have not got enough knowledge about Chinese andJapanese,so I cannot explain all of the topic and the problems,I hope that I can get directionfrom tutors and famous teachers,this can be very useful for my future.