Middle-level Japanese Students Learn The Analysis Of Chinese Emotional Color Errors And Teaching Strategies

Language is the most important communication tool for human beings.Language learning has become more and more popular because of the global economy integration,people around the world pay more attention to the study of Chinese language.Teaching Chinese as a foreign language has become a hot topic for scholars.Vocabulary teaching plays an important role in the teaching of Chinese as a foreign language.The emotional color of words is an integral part of the meaning of words,emotional colors of language plays a vital role in understanding and expression.Therefore,it is very important to strengthen the teaching of the meaning of words and expressions in the teaching of Chinese as a foreign language.The teaching of emotional color of words is hard to handle and easily mistaken.Thus,the paper is focused on the errors in Japanese students who are in the intermediate level learning the emotional color of words,summarizing the types of errors,analyzing the reasons and putting forward the strategies.The introduction part introduces the background,the meaning and aim,idea and frame,theories,and methods of research,research status.The first chapter illustrates the types and evolution of the emotional color of words,The second chapter mainly introduces the distribution of emotional color of words in HSK outline and "Bridge-a practical intermediate Chinese course".There are 589 emotional color of words in HSK outline which includes 267 derogatory terms and 325 commendatory terms.The author also extracts 280 emotional color of words in"Bridge-a practical intermediate Chinese course",which includes 176 commendatory terms and 104 derogatory terms.There are 21 A-level words,80 B-level words,69 C-level words and 72 D-level words and 38 non-found words in HSK outline.The third chapter is based on HSK Dynamic Composition Corpus and questionnaire survey,analyzing types of errors mad by intermediate Japanese students learning Chinese emotional color of words.The main types are misuse of derogatory terms,commendatory terms and neutral terms,the same kind of emotional color of words.The misuse of derogatory terms and commendatory terms can be divided into commendatory terms misuse as derogatory terms,derogatory terms misuse as commendatory terms.The misuse of commendatory terms,derogatory terms and neutral terms can be divided into derogatory terms misuse as neutral terms,commendatory terms misuse as neutral terms,neutral terms misuse as derogatory terms and neutral terms misuse as commendatory terms.The misuse of same emotional color of words can be divided into commendatory terms misuse as commendatory terms,derogatory terms misuse as derogatory terms.The forth chapter analyzes the reasons of errors that intermediate Japanese students learn emotional color of words:the negative transfer of native language,subjectivity of students,complexity of target language,excessive use of emotion and meaning and the editing shortage of dictionaries.The fifth chapter puts forward the teaching strategies of intermediate Japanese students’ errors:strengthening the comparative teaching between Chinese and Japanese,discussing the teaching strategies of Chinese emotional color of words from the perspective of cognition context and language intuition,the teaching strategies of specialized textbooks and dictionaries as tools.The last chapter sum up this whole paper and puts forward the innovation and shortcomings.