An Error Analysis Of Japanese Students’ Acquisition Of Chinese Language Based On HSK Dynamic Composition Corpus

From the analysis of errors made by Japanese students when they acquire Chinese, we can understand the causes and the features of their language errors. Furthermore, error analysis is used to investigate the process and pattern of their Chinese acquisition in order to find a way to correct their errors. This paper combines the studies of both Chinese and Japanese scholars on errors made by Japanese students when learning Chinese and makes a comprehensive and detailed classification. Errors can be classified by how apparent they are into overt errors and covert errors. Overt errors such as orthographic, phonological, lexical and grammatical errors are obvious even without context whereas covert errors such as pragmatic and cultural errors are evident only in the context. In this paper, voice investigation method and corpus-based method are applied to the data collection, contrastive analysis is used extensively in the analysis of the causes of errors, and quantitative analysis and qualitative analysis are used in the description and classification of errors.This paper consists of seven chapters:Chapter One is the introduction, including significance, theoretical bases, methods, innovation of the research and previous researches. The part about previous researches introduces the studies of Chinese and Japanese scholars on errors made by Japanese students when learning Chinese.Chapter Two is about errors in writing Chinese characters, which are divided into three types:wrongly written characters, misused characters and nonstandard writing.Chapter Three analyses phonological errors of Japanese students from four aspects (initial consonant, vowel, tone and phonetic change). After each error is analysed with examples, the research introduces appropriate teaching measures.Chapter Four analyses lexical errors made by Japanese students. Based on the causes of errors, the errors can be classified into the interference of first language and the overgeneralization of one second language rule. One situation in which language transfer often occurs is when learners sense a similarity between a feature of a language that they already know and a corresponding feature of the interlanguage they have developed. If this happens, the acquisition of more complicated language forms may be disrupted by simpler language forms that resemble those of the language the learners are familiar with.Chapter Five analyses grammatical errors in the HSK compositions written by Japanese students. This section classifies grammatical errors into six types (subject, predicate, object, attributive, adverbial and complement).Chapter Six analyses pragmatic and cultural errors in the HSK compositions written by Japanese students. From their writings, it could be understood how the mode of thinking and national psychology, such as ritual and shame culture, group consciousness, hierarchical and honorific expression and ambiguous expression, influence their Chinese acquisition.Chapter Seven is the conclusion. This section summarizes the main contents of the thesis, and introduces the significant impact of the interlanguage corpus on error analysis. If the esults of this research could be applied to teaching Chinese to Japanese students, the students would learn Chinese more effectively.