A Study Of Errors In The Acquisition Of "Shi" Sentences By Japanese Chinese Learners

The "shi" sentence is a common special sentence structure in modern Chinese and one of the key sentence structures in teaching Chinese as a foreign language.Due to its high frequency of use,the academic community has conducted extensive research on the ontology of the "shi" sentence,but there has been no consensus on the part of speech,semantic relationships,and other issues of the "shi" word.This has caused difficulties for Chinese learners as a second language,resulting in many errors in the process of acquiring the "shi" sentence.By searching the HSK Dynamic Composition Corpus 2.0,it was found that the error rate for Japanese students’ "shi" sentences is the highest,but there is relatively little research on this issue in existing literature.In view of this,the paper is based on error analysis theory and comparative analysis theory,and selects 606 corpus of Japanese Chinese learners using the "shi" sentence from the HSK Dynamic Composition Corpus 2.0.The main research focuses on the following three questions: What specific types of errors occur when Japanese Chinese learners acquire the "shi" sentence? What are the reasons for the errors that occur when Japanese Chinese learners acquire the "shi" sentence? How to reduce the "shi" sentence bias of Japanese Chinese learners in Chinese language teaching?The paper categorizes the errors in the "shi" sentence of Japanese Chinese learners into five major categories: omission,addition,substitution,misorder,and other errors,and specifically divides them into 17 subcategories.Among the omissions,the most significant deviation is the omission of the word "shi",which often occurs after the subject and adverb;In the process of adding errors,Japanese Chinese learners often mistakenly add the word "shi" after adjectives,verbs,and prepositions,or mistakenly add other elements such as "de" in "shi" sentences;The misplacement of the word ’shi’ often manifests as the mixing of words with similar meanings,such as "zai","you","bi",etc,which has higher frequency of misplacement;Misorder bias accounts for a relatively small proportion of errors in "shi" sentences,mainly due to the reversal of the positions of "shi" and adverbs,conjunctions,etc.in the sentence;Other errors include sentence mix and multiple errors.Based on the classification of errors,the paper analyzes the reasons for Japanese Chinese learners’ acquisition of "shi" sentences from five aspects: the complexity of the sentence itself,negative transfer of target language knowledge,negative transfer of mother tongue,the impact of ancient Chinese on Japanese Chinese learners,and the arrangement of "shi" sentences in Chinese textbooks.Finally,based on the previous content,four specific and feasible teaching suggestions were proposed from the perspectives of teachers,learners,and textbooks,respectively are: paying attention to differences and strengthening comparison;Using situational teaching method to improve the teaching effect of "shi" sentences;Summarize errors and strengthen practice;Enhance the rationality of the arrangement of "shi" sentences in Chinese textbooks.At the same time,two types of "shi" sentence structures that are prone to errors by Japanese Chinese learners were selected,and teaching design was carried out based on the reasons for errors and teaching suggestions in the previous text,in order to reduce or prevent Japanese Chinese learners’ "shi" sentence errors and provide some reference for teaching Chinese "shi" sentences as a foreign language.