| As an important grammar item in teaching Chinese as a foreign language,’ Bi ’ sentence is of great significance for learners to learn Chinese and even use Chinese for daily communication.Japanese students often make mistakes in the process of learning and using ’ bi ’ sentence which is finished in the primary stage.Based on the second language acquisition theory and contrastive analysis theory,this study firstly compares the syntactic features of Chinese and Japanese ’ bi ’sentences,and finds that there are many similarities between them.Then,through the collection of the corpus of Japanese students ’ ’ bi ’ sentences in the HSK Dynamic Composition Corpus of Peking University,the Interlanguage Corpus of School of Chinese Studies of Jinan University and the Global Chinese Interlanguage Corpus,the specific errors of Japanese students ’ ’bi’sentences are analyzed from the four aspects of comparative items,comparative markers,comparative results and negative forms of ’ bi ’ sentences.Through subdivision and statistical analysis,it is concluded that the comparative results are the difficulties and error-prone points in the process of Japanese students ’ learning ’ bi ’ sentences.This paper analyzes the causes of negative transfer of mother tongue,generalization of target language rules and communication strategies.Finally,in view of the ’ bi ’ sentence errors from two angles of learning and teaching,this paper puts forward the coping strategies,and takes the grammar points of ’ bi ’ sentence involved in the ’ Chinese course ’ as the focus,and takes the ’ comparative results ’ that Japanese students have more errors as the difficulty,and takes Japanese students as the teaching object to carry out specific teaching design,in order to benefit the teaching of Chinese as a foreign language ’ bi ’ sentence. |
