Comparison Of Chinese-Japanese Illustrating Structure And Teaching Chinese As A Second Language

Illustrating structure derives from people’s daily life or historical allusions, which reflects history, culture, custom of a nation to a certain degree.Teaching Chinese as a second language with illustrating structure is both a feasible approach to spread Chinese culture and effective method to cultivate the capability of cross-cultural communication.Due to the complex part of speech and variable semantic meaning of words of illustrating category, biased error in linguistic performance is quite common for overseas students. Study on illustrating structure is major in ontology, issues such as definition of parts of speech like "li ru" remain controversies. Some research focus on illustrating structure, but most are based on the error made by Chinese students in their Japanese studies,which aims to help them learn Japanese better. However, there is a lack of study focused on illustrating structure and its practical methods in teaching overseas students Chinese as a second language.The illustrating structure discussed in this paper is based on previous studies, classifies and selects several typical illustrating words and structures,makes a comparison and biased error analysis,and suggestions possible for better teaching Chinese as a second language are proposed.The key point of this paper is comparative and biased error analysis of Chinese-Japanese illustrating structure.A summary of previous studies on Chinese-Japanese illustrating words and its structure, a general category of Chinese illustrating words are discussed in Chapter1,which includes12initial-connect style words like "ru","biru","bifang","bifangshuo","piru","pirushuo","xiang","liru","lirushuo","zhuru","zhurushuo";3modal style words like"la","ya","a", and14end auxiliary style words like "deng","dengdeng","yun","yunyun","yilei","zhilei","zhiliu","zheliu","yiliu","shenme","de","shade","zheyangde","nayangde". Aspect like positions of illustrating structure and category of its items are compared in Chinese and Japanese are in the part from Chapter2to Chapter6. Indicated:①"na do" can not be bring to an end,it always means that cited deficiencies.②"la, ya, a," the listed items can be an unlimited number appears,"ya, ya ra,"listed items are limited, but both said that cited deficiencies.③"-shen me de"When speaking for enumeration, enumeration entry can not occur,"ta ri" listed items can only be one or two, and "ta ri" Table lists can also be translated as " you shi-you shi""you-you" etc. These structures will not be listed in Chinese architecture stresses.④"ye hao-ye hao"You can have multiple lists items, but "de a re-de a re’、"-to i wa zu-to i wa zu’、"na ri-na ri-"、 "ni shi ro-ni shi ro" etc.limited to two lists, etc. Also illustrates the different meanings of these Japanese listed structures.⑤"de mo","-ni mi ta ru ma de", when exemplified extreme cases, usually translated as " lian"," lian"in Chinese does not mean that listed or examples.⑥"na ra bi ni"when making lists, translated as "yi ji", Chinese is a conjunction, not listed in the table. Chinese and Japanese listed structure seen in the expression, the difference sense.In Chapter7, biased error analysis is made on students from Japan. In this part, analysis is made on students from Japan from the perspective of biased errors like semantic and pragmatic error in methods of biased error analysis and comparative analysis, and suggestions are proposed for better teaching Chinese as a second language.Illustrating structure plays an important role in contemporary Chinese teaching."Illustrating" truth or instruction is quite common in linguistic communication, which produces words especial for illustration like’liru","ru","biru","birushuo","bifang","bifangshuo","piru","pirushuo","xiang","lirushuo","zhurushuo","deng","dengdeng","zhilei"etc. In teaching process, teachers usually need illustrations for a better explanation of their views, which is similarly applicable for teaching Chinese as a second language.However, words of illustrating structure category are complex in aspects like part of speech, property, usage and position, and are words which in a use of high frequency in contemporary Chinese. As a result, a study on words of illustrating structure of contemporary Chinese is conducive to the comprehensibility of these words, in addition, it is benefit for making dictionary, processing Chinese information and teaching Chinese as a second language. In this paper, investigation of words of illustrating structure is connected to relevant elaboration and comparative analysis.On the basis previous studies, Chinese-Japanese comparison and biased analysis from aspects of grammar, pragmatic and semantic meaning is elaborated in summary method, reference method, and method of comparative analysis and so on, aiming at promoting teaching Chinese as a second language.