The Biased Errors Analysis And Teaching Strategy Of The Positive-Negative Interrogative Sentence Acquisition By Japanese Native Learners

Positive-negative interrogative sentence as modern Chinese sentence type, is adifficulty in Chinese as a foreign language teaching activities. For Japanese nativelearners, Japanese interrogative sentence type can’t correspond to the structure of thepositive-negative questions. Therefore, the learners fear of using it, resulting inavoidance strategies to use more simple form to replace it. The using of positivenegative questions shows obvious bias, acquisition extremely uneven distribution.This thesis is looking for the causes of bias by quantitative analysis on thecorpus of Japanese native learners used positive-negative questions, using the erroranalysis theory, interlanguage theory and cognitive theory of second languageacquisition theory, combined with the Chinese positive-negative questions ontology research, contrast Chinese and Japanese interrogative expression, shows theacquisition status of the learners, to explore the teaching methods, develop areasonable teaching program. The purpose of this thesis is guiding the acquisitionprocess of the learner, and advancing the teaching of Chinese negative questions.