Errors Analysis And Teaching Strategies For Japanese Native Speakers Learning Homophonic Words In Chinese And Japanese

In the process of teaching Chinese to native Japanese speakers,regardless of whether they are beginners or advances students,homophonic and polysemous Chinese characters that are identical to their Japanese counterparts are a significant difficulty.If the correct method for solving the difficulties caused by homophonic characters cannot be found,the development of teaching Chinese to Japanese students will be hindered.At the same time,students may be confused by Chinese characters that have the same form as their native language but different meanings,which may lead to a psychological retreat from learning Chinese,reduce their interest in learning,and ultimately give up learning the language.Currently,there is no clear definition or related theory in academia for homophonic and polysemous Chinese characters shared with Japanese,as most scholars only focus on defining these characters,comparing Chinese and Japanese languages,and studying the ontology of the Chinese and Japanese language.Therefore,research on homophonic and polysemous Chinese characters in academia is very scarce,and research on them from the perspective of teaching Chinese to Japanese speakers is even rarer.The main innovation of this paper is to explore the errors caused by homophonic and polysemous Chinese characters from the perspective of teaching Chinese to Japanese speakers and Chinese language teaching materials,and propose corresponding teaching strategies for these characters.The theoretical basis of this study is language transfer theory and error analysis theory,and the focus is on the analysis of errors caused by homophonic and polysemous Chinese characters and the study of teaching strategies.The research path is first to examine the distribution of homophonic and polysemous Chinese characters in teaching materials through material analysis and investigate the acquisition rules of students when encountering these characters.Secondly,by classifying the errors produced by Japanese students in the HSK level 3 dynamic composition corpus,this study analyzes the specific reasons for Japanese students’ error based on the identified types of errors.Finally,teaching strategies and learning suggestions for homophonic and polysemous Chinese characters and developed based on the types of errors and the reasons for the errors.It is hoped that the result of this study can provide positive influence and help for Chinese language teachers teaching homophonic and polysemous Chinese characters to Japanese native language learners.