The Analysis Of The 'Wasyu' Tendency And Strategies In Japanese Students During The Acquisition Of Chinese Language

This paper analyzes the 'Wasyu' tendency and strategies in Japanese native speakers during the acquisition and learning of Chinese language from the perspective of teaching Chinese to Japanese students, using literature research, questionnaires, teaching and observing experiences of the author, aiming to provide references for teaching.This paper is divided into four parts. Firstly, it explains the basic concepts concerned, such as 'Wasyu' and 'Wasyu' tendency, foreign language and second language, learning and aquisition, etc. Besides, it outlines the research objects and methods of this paper and summarizes the domestic and overseas researches of the 'Wasyu' problem.Then it analysizes, arranges and clarifies the conception of 'Wasyu', and classifies the typical 'Wasyu' phenomena into 8 categories, including homophone, homonymy, the Japanese-coined Chinese, adverbs(superfluous, absence and misuse), misuse of the parts of speech, syntactic constituent(absence and redundancy) and the errors of word order, according to the awareness and categories of 'Wasyu' mentioned in the theories of Ogyu Sorai, Ito Togai, Yamamoto Hokusan, the discussions of 'Waji','Waku' and 'Wasyu' in Ogyu Sorai Bun Kai, and the 'Wasyu' phenomena in Shodo Fukujyu.What's more, it consists of a research towards the Chinese aquisition of Japanese native speakers in universities and non-government learning institutions in China and Japan based on the 8 categories of 'Wasyu' phenomena using questionnaires, which take the 'Wasyu' texts mentioned in Chapter 2 and the textbook examples reflecting 'Wasyu' phenomena as language materials. After that it analysizes the results, and draws a conclusion and strategies in Japanese native speakers during the acquisition and learning of Chinese language in comtemporary times.At last, according to these facts, it explains the difficulties of the 8 'Wasyu' categories from the aspects of characters, words, and sentences, and comes up with suggestions and countermesasures to the 'Wasyu' tendency from 4 angles: zi-centered theory, prototype theory, context teaching and cognitive psychology.