A Study On The Acquisition Of Chinese-Japanese Homograph Of Japanese Students

Influenced by history and culture,there are a lot of homograph between Chinese and Japanese.Part of the words share the same,similar or related meanings between the two languages,which are bringing great power for Japanese native speakers in the progress of Chinese learning,but part of them which have some differences on the meanings or usage scopes are bringing problems to Chinese language learners although they share related meanings between Chinese and Japanese.Quite a few researchers paid attention to the subject of homograph acquisition of the Japanese as native speakers and obtained certain research results,but in this area,there also some problems left over which worth our attention.(1)As far as the quantity of research results is concerned,the share of findings which related to Chinese-Japanese homograph acquisition in general Chinese language vocabulary acquisition is low.(2)As far as the research direction is concerned,most of the current researches are focus on the area of error analysis,which aimed at coordinating and analyzing the systematic errors output by language learners,while the researches focus on acquisition process are rare.This paper is mainly based on the research methods of vocabulary test.According to theirs Chinese proficiency level,we divided 71 Japanese native speakers into three groups,and count up the accuracy of questions involve "isomorph synonym","homonym","morpheme synonym","non isomorphic" which answered by students from different Chinese language proficiency level for investigating the condition of the acquisition of different types of homograph and non isomorphic and the relationship between acquisition condition and Chinese proficiency.Combined the analyzing of existing research findings with experimental data,we got the following conclusions:(1)Under the influence of language transfer,the acquisition conditions of Japanese native speakers between isomorph synonym and homonym showed a significant difference,which embodied in:learners in a primary proficiency levels had already grasp isomorph synonym well;the acquisition conditions of homonym and non isomorphic are similar,but there are still some differences remained.(2)limited by vocabulary and cognitive resources of the learners,compared with the primary level learners,the mastery of morpheme synonym of ones who reached advanced level have significantly increased.From the perspective of different phases of language acquisition,learners’ acquisition of morpheme synonym is same with non isomorphic.But generally speaking,the correlation between non isomorphic and Chinese proficiency is larger than morpheme synonym.(3)Correlation between learners’ Chinese proficiency and four types of words ordered from large to small is:homonym>non isomorphic>isomorph synonym>morpheme synonym.We attributed the correlation between homonym and learners’ Chinese proficiency which is the largest to:a.Teachers and learners’ awareness of the differences.b.Isomorph itself allowed learners spend more cognitive resources in terms of meaning discrimination;The reason why the correlation between learners’ Chinese proficiency and morpheme synonym is small is owing to the fact that learners’ understanding of the meaning of morpheme is not only related to Chinese proficiency but also related to the learner’ handling capacity of morpheme and theirs habit.(4)The regression equation of four types of words and learners’ Chinese language proficiency is:A.learners’ proficiency and isomorph synonym:Y = 8.378 + 0.466 XB.learners’ proficiency and homonym:Y = 7.439 + 0.714 XC.learners’ proficiency and morpheme synonym:Y = 7.497 + 0.692 XD.learners’ proficiency and non isomorphic:Y = 7.655 + 0.629 XTogether the results above,we put forward some proposals to teaching practice and academic study of acquisition of Chinese-Japanese homograph from in three aspects which are vocabulary syllabus and textbook compilation,classroom teaching,language acquisition and assessment.The teaching content and teaching methods of Chinese as foreign language vocabulary teaching oriented to Japanese native speakers should be improved continuously on the basis of the exploring of acquisition theory and the insight into the needs of Japanese learners.