Error Analysis On Japanese Learners Studying Potential Structures

The extensive use of Chinese words in Japanese has brought a lot of convenience for Japanese learners to acquire Chinese words and words.However,Chinese and Japanese belong to different language families and have many differences in structure and grammar.Therefore,it is very difficult for Japanese learners to acquire Chinese structure and grammar.As a common structure in Chinese,potential structure can be divided into two types:auxiliary verbs construction and potential verb complement construction.Among them,the potential verb complement constructions is unique to Chinese.There are many kinds of subclasses under the two structures,and the semantics of each subclass cross each other.Japanese potential structures include both marked and unmarked ones,contains fewer small kinds.In terms of different structure,semantics and syntactic function,As far as Japanese learners are concerned,it is difficult for them to acquire and skillfully apply the structure of Chinese potential structures.And it is easy to make mistakes when using it.In order to enable Japanese learners to better and faster grasp the structure of Chinese potential structures,this paper studies errors of Japanese learners studying potential structures of Chinese.Firstly,this paper analyzes Chinese and Japanese potential structures Firstly,based on the research results of other learners,ontology research and comparative analysis are conducted on the semantics and syntax of the Chinese and Japanese potential structures,so as to find out the similarities and differences between the two structures.Secondly,by analyzing the use of the Chinese potential structures by Japanese advanced learners in HSK Dynamic Composition Corpus,the error types of auxiliary structures and potential verb-complement construction are summarized respectively.There are five types of errors,including omission,missubstitution,misaddition,misorder and others.The causes of errors are then explored in depth,Draw the following conclusions:Negative transfer of mother tongue,overgeneralization of target language,learning attitude and learning strategies may lead to Japanese learners’ errors.On the basis of comparative analysis and error analysis,four teaching suggestions are put forward.First,strengthen comparative analysis;Second,refine the teaching content;Third,adhere to the principle of teaching step by step;Fourth,guide learners to use correct learning strategies.Finally,the paper summarizes the content and points out the shortcomings and the space for further research.