On Acquisition Of Chinese Interrogative Particles By Japanese Students

The interrogative particles in Chinese are with changeable contexts, complex usage and high frequency in daily life. Just because of these characteristics, it is hard but necessary to learn for international students. At the aspect of acquisition, Japanese students are different from those students whose mother tongue is English. In Japanese, there are similar expressions at the end of interrogative sentences as Chinese, which is called as "Zhongzhuci". However, there are still some differences between Chinese and Japanese."Ka" in Japanese can be used in all types of interrogative sentences, while typical interrogative modal particles "Ma","Ne" and "Ba" in Chinese have respective divisions and syntactic distributions. The phenomenon of "one to many" is a double-edged sword. On one side, Japanese students are easier to accept the expression of interrogative modal particles, and on the other hand, it brings some obstacles to their acquisition and adds the possibility of making errors. Thus, professional analysis on the acquisition of Chinese interrogative modal particles by Japanese students is quite necessary.In order to improve the quality of teaching Chinese to foreigners and promote the acquisition of Japanese students, this essay made the research from the following four aspects. Firstly, based on ontology, it defined the typical members of Chinese interrogative modal particles and classified "Ma","Ne" and "Ba" to the objects of this essay. On the basis, it analyzed the three typical members’grammatical features to provide foundation and support for the next research. Secondly, based on some theories of second language acquisition such as Inter-language Theory and Error Analysis, at the same time, combining HSK Dynamic Composition Database and questionnaires, the paper analyzed the statistic results of errors made by Japanese students, and summed types of these errors, that is, redundancy, omission and misusage. Then, it deeply discussed both internal and external causes, and mainly attributed to the inconsistent interrogative performance between Japanese and Chinese, negative transfer of mother tongue, lack of target language knowledge and inappropriate settings of textbooks. Thirdly, by using the Comparative Methodology, the essay compared the acquisition of Europeans and Americans and the acquisition of Japanese students. It came to a conclusion that Japanese students are easier to accept the Chinese interrogative particles and make the error of misusage. Fourthly, established in teaching Chinese to foreigners, it synthetically considered some characteristics such as Chinese interrogative modal particles, the acquisition of Japanese students and the necessary of actual application, and then put forward some suggestions in order to provide definitely help for Chinese teachers and the research.