An Error Analysis Of Japanese Students In The Acquisition Of Directional Verbs

Due to the particularity of Directional verbs, they can be not only as the predicate verbs, but also as directional complement modified the verbs and adjectives, so they become the difficult points for foreign students including Japanese students, who often make different kinds of errors. Based on the theoretical thesis of inter-language and error analysis, this paper made an investigation on the using directional verbs of Japanese students from the primary stage to the advanced stage, combined with the analysis of the Beijing Language University HSK of Japanese students corpus. By the research methods such as questionnaire, data statistics, error analysis, etc. this paper probes into their learning condition and reach a conclusion:1) After comparison between single directional verbs and compound directional verbs, the Japanese students have the difficulty in the acquisition of compound directional verbs, especially compound directional complement.2) There are four categories of errors in the acquisition of directional verbs: omission error, wrong sequence order, wrong replacement and superfluous error. Among them, the error rate of wrong sequence order occupy the top position, which stems from the essential differences between Japanese and Chinese.3) Japanese students at the different stages think transferred meaning is much more harder than basic meaning in learning.This essay is mainly divided into five chapters. The first chapter is an introduction, which explains research objects, research objective, research methods. The second chapter is mainly about the survey analysis according questionnaires and corpus. The third chapter is aim to investigate errors refer to four factors:the interference of mother tongue, over-generalization of the target language rules, the influence of learning strategy and learning environment. The forth chapter illuminates personal teaching suggestions in terms of analysis and research mentioned above:reasonable arrangement of teaching materials, practical teaching methods and self-improvement of the level of teachers. The last chapter is overall summary and points out the deficiencies.