The Japanese Students’ Teaching Research Of Li-he-ci In Chinese

The progess of Japanese students learning li-he-ci in Chinese is one of the key and difficult point. Japanese students in the use of the word’expansion forms when prone to errors, before most of the research of the Japan students to use the word clutch cause of the errors are summing speakers or excessive interference generalization,.Why did Japanese students appear such errors? they are learning to li-he-ci of mother tongue is how to interference, excessive generalization is within the language rules of excessive generalization or interlanguage rules of excessive generalization, past the study failed to is the Japanese students to use the clutch word on the errors appear in-depth analysis and research. Therefore, this article, based on the former research, from the Chinese lifters in Japanese word the corresponding form, based on national Chinese level examination committee office test center made the "Chinese level and Chinese vocabulary level outline"(2001edition) of212VO type for material, to Japanese students Chinese VO type li-he-ci of the teaching of the in-depth analysis research.The study found that, first, Chinese lifters in Japanese word the corresponding form is complex, the syntax for corresponding form, can be divided into two kinds, one kind is compound verbs and the corresponding word, another kind is the corresponding words and phrases; And the corresponding semantic form can be classified into three kinds, the first kind is every entry in Japanese have corresponding meanings of word; The second type is part of the meanings in the Japanese corresponding meanings of clutch word; Finally, some are two meanings in Japanese are combined into a controlling meanings of words. Japanese students easy to produce the errors of the word is compound verbs and controlling the corresponding word.。Second, we choose the corresponding to the Japanese composite verbs, in the questionnaire for the corpus of basis, the different stages of the level of Japanese students in acquisition word produces in the process of the errors carries on the comprehensive analysis and research, concluded, the primary stage of a high incidence of students errors are those who break and the complex words grammar form, such as:the complement to expand, with the special sentence of this word. The formation of these errors students not only and vocabulary about, still and Japanese grammar relevant, but not for the native language grammar, learners should be to familiar to seek answers in a foreign language, so that they two forms of interlanguage errors, one is between English and Chinese, and to the interlanguage errors, and the second is the first foreign language and the second foreign language inter-lingual errors between. Senior students appear errors the higher rate of controlling the word is senior grammar form, such as:morpheme whether it should fall off, etc. The form of errors by interlanguage errors to the target language gradually within the language errors primarily.Third, According to Japanese students in acquisition li-he-ci of errors conclusion, based on his own teaching practice, this paper found Japanese students in learning Chinese word has two big problems, and one is all foreign students in acquisition li-he-ci there is the theoretical, materials and the deficiency of teachers. The other is a errors depth, not the understanding of the problems.At last this paper li-he-ci problems in the teaching of the relevant design teaching strategy. The teaching strategy is divided into two aspects, one is the macroscopic teaching strategies. Including a must strengthen the contrast of two kinds of language teaching research. The emphasis on Chinese li-he-ci communication skills. Third, we need to strengthen the Japanese students of Chinese language sense. According to the second four the acquisition of language rules, progressive arrangement of teaching. The microscopic teaching strategies is mainly aimed at different levels of Japanese students the specific design practice.