The Errors Analysis Of Japanese Students’ Address Forms

Address forms are the important part of interpersonal communication, easy and decent called not only can reflect the speaker’s self-restraint, but also is the important lubricant of the effective communication. Conversely, inappropriate address forms could damage the atmosphere of the conversation, and even finally cause misunderstanding in the end. With the rapid development of Chinese economy, national strength increasingly powerful, in Japan, more and more students, on-the-job person began to learn Chinese. As a pioneer of the communication, address forms is an indispensable element in teaching Chinese as a foreign language. In communications, both China and Japan pay attentions to politeness principle. And the calling ways will show the respect to obedient and emotional relationship. But because the cultural background and the way of thinking is different between the two countries, Japanese people are more easily to make errors, make conversation cannot smoothly even mutual misunderstandings each other, when they are learning Chinese.This paper attempts to discuss the characteristics of Chinese social address forms, and compare with Japanese social address forms, seek the similarities and differences of the name address forms, the relatives address forms, the common social titles language and zero call of language. And then by making analysis of the questionnaire for the use conditions of social Chinese address forms, we have found the reasons of the errors. They are the disturbance of mother tongue, cultural differences, knowledge blind spots, teachers’factors and teaching material factors. Finally, for the Japanese students, the teaching of social Chinese address forms must follow the scientific principle and availability principle. Teaching content should close to the life, timeliness strong; live learning, practical strong; strengthen the scene, interesting strong; tailors, targeted. The arrangement of teaching materials should from easy to difficult, follow the principle of gradual. And we also suggest that dividing the process into beginner, intermediate advanced three stages. At the primary stage, the teaching should follow the order of commonly greetings, the primary social address forms, the name address forms, relatives called language, non-address forms. During the intermediate stage, we should focus on the correctness of the pragmatic, introduce call strategy. In advanced stage, we should let the Japanese students have a whole understanding of the system of the social address forms.