Study On The Contrast Of Chinese And Japanese Coordinate Function Words "He" "To" And Strategies Of Teaching Chinese As A Foreign Language

In teaching Chinese as a foreign language,the teaching of imaginary words has always been a key and difficult area.Japanese students tend to make mistakes when acquiring the Chinese parallelism "he".There are many similarities and differences between the Chinese-Japanese parallelism and the Japanese parallelism "he" and "to",which hinder Japanese students’ acquisition of the parallel conjunction "he".This paper analyses the influence of various factors,including negative native language transfer,on Japanese students’ acquisition of the parallel conjugation "he" and summarises the causes of the errors,with a view to proposing specific teaching measures for Japanese students.The text consists of seven chapters.The first introductory chapter briefly describes the origins of the study and summarises the relevant research findings.Chapters 2 to 3 deal with the ontological aspects of the Chinese-Japanese parallelism of the dummy words "he" and "to".The main focus is on the syntactic,semantic and pragmatic similarities and differences between the Chinese and Japanese parallelism of "he" and "to".At the syntactic level,there are commonalities and differences in the linking function of syntactic components and in the syntactic distribution of parallel phrase structures.At the semantic level,both can represent equal and parallel relations.At the pragmatic level,the two are contrasted mainly in terms of presuppositional function and stylistic colour.Chapter 4 examines the parallelism in existing textbooks,the acquisition of the parallelism "he" by Japanese students through the HSK dynamic composition corpus and questionnaires.Chapter 5 presents a general analysis of the types of errors and the causes of errors in Japanese students’ acquisition of the parallel conjunction "he".The types of errors are classified into four main categories: confusion,mis-addition,omission,and improper parallelism,and the causes of errors are analysed in terms of negative native language transfer,textbook development,and Japanese students’ learning strategies.Chapter 6 proposes teaching strategies to address the causes of errors in terms of textbook development,teacher teaching and student learning.Chapter 7 concludes with a summary of the main points and ideas of the paper,and explains the innovations and shortcomings of the paper.