The Study On Japanese Students Learning The Construction "Adverb+Shi"

There are a great quantity of adverbs in Chinese, and after a long period of change, it has derived a lot of "adverb+shi(是)", it can be said to be a characteristic of Chinese grammar. The main reason of difference opinion is the construction "adverb+shi(是)"itself is complicated. Now in the huge adverb system of contemporary Chinese language, which adverbs can enter"adverb+shi(是)"? What’s the attribute of "shi(是)"? When can "shi(是)" be omitted? And when can not? Clarify these issues is a precondition for use the construction correctly. The corresponding with structure of "adverb+shi(是)" in Japanese is different from Chinese in both the form and the grammar characteristic. So Japanese students often make a variety of mistakes in the process of acquisition the construction "adverb+shi(是)". First of all, this paper study the construction "adverb+shi(是)" from the angle of synchronic. Then contrast the structure of "adverb+shi(是)" in Japanese by using the theory of contrast, and using the theory of biased error to analyses the type of errors and the reasons which cause errors during Japanese students learning the construction "adverb+shi(是)". The paper is divided into five parts:The first chapter is introduction part. It introduces the researching objects, the significance and purpose of the study, the study method and the resource of language data. And also summarizes the literature review of past relevant studies.The second chapter observes the composition of the construction "adverb+shi(是)" from the synchronic perspective, approaches the research point which have research value of each composition; then searches the meaning of60groups of construction "adverb+shi(是)" which are in common use, and classify them according to grammatical features.And the third chapter introduces the adverbs in Japanese. For comparison the construction in Japanese and Chinese, the chapter not only summarizes the concept, but also studies the grammer types of the construction in Japanese.The forth chapter is the focus of the full paper. It based on the research achievement of the two chapters above, comprehensive analyses Japanese students learning the construction’s condition, including the rate of errors, the type of errors and the causes of errors. Lastly, in view of the condition, gives some constructive suggestion on Chinese teaching to Japanese students.The fifth chapter is epilogue. It summarizes the paper’s viewpoint and discovery during the research. Meanwhile, points out the limitation of this paper, importance and necessity of further research.