A Study On The Second Language Acquisition Of Passive Sentences In Chinese By Junior And Senior Japanese Students

"Bei"_sentence plays an important role in teaching Chinese as a foreign language, It has been found very difficult to teach "Bei"_sentence successfully in practice. This paper reports some characteristics of the Japanese speakers acquistion of "bei "sentences.By adopting the cross-sectional study and through the collection and description of some language data, we look into the features of the acquisition of the grammatical item of bei sentences in Chinese language in this period. We designed three test (translation, multiple-choice, correction) with an even distribution of the ten error types, through analyzing the ten error types in the process of the acquisition of the "bei "sentences, we have some conclusions as follows:(1) the differences between the Chinese and Japanese passive really have great impact on the Japanese speakers acquisition of the "bei "construction.(2) the performance of the ten error types are different in the process of the Japanese speakers.(3) During the acquisition process of Bei-sentence,Japanese students demonstrate a unique style.Due to negative transfer of their mother language,there are some errors making Japanese students different from other students.(4) There are obvious dissymmetries on Japanese students' acquisition of different forms of Bei-sentence.Some of them is well managed and frequently appear. While some of it is ill managed. Inaddition, their acquisition doesn't coordinate with the guide of text book..(5) To the Bei-sentence without the word Bei, there are also some dissymmetries. Common forms appearing rate is high, so is the correct rate.We think it accords with the general law.We make a further analysis of the data from the point of the view of the language learning mechanism and psychology. And we find following factors affecting the acquisition of the the grammatical item of "bei " sentences in SLA, which are language transfer , language variation, the markedness of the grammatical structure, cognitive difficulty and language teaching . To make it more specific , the semantic complexity, language forms, the markedness, and the format of sentences among the most inferential elements, also, the learning enviroment is important in SLA. In addition to all those, classroom teaching and the plan of teaching syllabus also play an important role in learning.