| In modern Chinese, separable words make up a relatively large group. In is one of the important issues for long-term research in Modern Chinese. Also, their particular grammatical structure also has been researched. Separable words are absolutely essential when studying Chinese. However, this is a real difficulty for foreign students studying Chinese. In Japanese, this kind of expression using separable words doesn’t exist. At present, there is no research about separable words in directed for Japanese students. In Japan, in Teaching Chinese as a Foreign Language (TCFL), not enough importance has been attached to separable words.This paper mainly investigates Japanese students’use of separable words and analyzes where Japanese students are most likely to make errors using these words in order to prove how Japanese students’native language interferes with learning the proper use of separable words, as well as the need for targeted research regarding them.The paper uses the results concerning the research and teaching of the separable words to foreign students. The47Japanese students, all whose Chinese level is not the same, were the targets of this survey. Using words that can add on other components from "Modern Chinese Dictionary"(fifth edition) as a basis,"HSK Vocabulary and Chinese Characters Outline" which is divided into Levels A, B, C, and D. There are also3word levels not included in Levels A, B, C, or D. There are a total of49separable words; each grade vocabulary has a Chinese vocabulary and a Chinese-Japanese isomorphic vocabulary. Students were given separate words and asked to make a sentence. Through this survey,1.551valid sentences were collected. Of these, there were238examples of separable words. Using the other146biased sentences on the basis of statistical analysis, the recognition rate, segregation rate, and partial error rates of separable words were compared. The survey results indicate that the acquisition of a Chinese vocabulary is different from the acquisition of a Japanese-Chinese isomorphic vocabulary. Observing the primary, intermediate, and advanced stages of learning separable words by Japanese students and biased errors and the reasons for these errors during the acquisition process. Explore the trend of Japanese students’acquisition separable words and the acquisition of errors of separable words. Point out different views from previous studies and finding how the Japanese students’mother tongue influences their acquisition. Some people say that a Japanese student’s knowledge of Chinese characters knowledge is beneficial when learning Chinese, but when it is not beneficial to Japanese students in the acquisition of separable words.Through the survey, it was discovered that the word recognition rate of the Japanese-Chinese isomorphic vocabulary is higher than Chinese vocabulary, but the segregation rate of Japanese-Chinese isomorphic vocabulary is lower than the Chinese vocabulary. It can explain why Chinese characters affect Japanese students during the acquisition of the separable words; and there are a lot of errors made when creating sentences that have "the Japanese meaning" because there are no separable words in Japanese. Japan is a country influenced by the culture of Chinese characters. When Japanese students see Chinese isomorphic vocabulary, they often see the Japanese meaning of the Chinese character.Generally speaking, the word order in Chinese and Japanese language is not same, so when Japanese students learn Chinese, errors in word order often appear. Through the survey however, it was discovered the word order errors by Japanese students was not caused by the influence of their native language. The errors are influenced because the culture of Japan, including education.The conclusion summarizes the main viewpoints in this thesis. Using this as a basis, further research about this topic could be done. This can provide a theoretical and practical basis when learning about separable words in Chinese as a Foreign Language. |
PDF Full Text Request