A Contrastive Study Of Chinese And Japanese Adjectives And The Errors In Japanese Adjectives' Adjectives

Adjectives teaching is a significant part of TCFL (teaching Chinese as a foreign language), but the available data for research isn’t rich so far. As for Japanese students, the data is utterly scarce. This paper makes comparison between Chinese and Japanese adjectives from the macroscopic scale, and then comes up with a category of new HSK6 adjectives as the main object for research. The article selects the errors from the "HSK dynamic composition corpus" and finds out the reasons and types of adjective errors aiming to put forward some suggestions for teaching.This essay applies the method of contrastive analysis, errors analysis and statistical corpus. The process of contrastive analysis, which attaches much importance to the comprehensiveness, is preceded from the aspects of meaning, classification, characteristic and syntactic. As a consequence, we are capable of making contrastive analysis become the basic of studying interlingual influences during the later-part research for errors. After studying the statistics of 222 adjectives, the outcomes are as follows:34% of the total number of errors in sentence semantic errors, form errors (25%), part of speech errors (10%), and a typical fixed sentence errors accounted for 4%, pragmatic errors account for 3%, and 24% of other errors.Among them, the form errors are mainly influenced by interlingual transfer of mother tongue; meaning errors, pragmatic errors and fixed sentence errors are mainly affected by the intralingual language rules, to be exact, the influence of the Chinese language itself; syntax errors are influenced both by transfer of mother tongue and rules of Chinese itself, both primary and secondary.Consequently, we believe that in the process of the Chinese adjective teaching, we can take great advantage of a large number of Chinese words in Japanese, which is convenient. However, we should avoid rigid one to one correspondence. We should pay more attention to Chinese language itself, and attempt to combine the teaching of adjectives, prepositions, sentence patterns and other aspects. Furthermore, we’d better place more stress on the pragmatic and the usage of diverse means of teaching.