The Comparative Study Of Non-interrogative Usage Between Chinese And Japanese Interrogative Pronouns

In the languages of Chinese and Japanese, the interrogative pronouns are frequently used in daily life. The non-interrogative usage of interrogative pronouns in Chinese is not only of high frequency, but also with complex internal classification and usage, which is regarded as the key and the difficult point in the Chinese teaching. The Chinese semantic representation of non-interrogative usage of interrogative pronouns is called "indefinite" in Japanese, and in addition to the interrogative usage, it can also be used to express the non-interrogative mood. Since the two languages belong to the different linguistic types, the non-interrogative usage of interrogative pronouns differs from the syntactic structure, semantics and the pragmatics. The comparative analysis of Chinese and Japanese interrogative pronouns, which reveals the similarities and differences of the non-interrogative usage of interrogative pronouns between Chinese and Japanese, can provide theoretical reference to Chinese language teaching, deepen the understanding of language differences for Chinese teachers of the two countries, so as to improve the teaching quality and teaching efficiency.This paper consists of three parts. Firstly, a systematic comparative study from the semantics and syntactic structure was made between the non-interrogative usage of Chinese interrogative pronouns "shui", "shen me", "na er/na li", "zen me", "duo shao" and Japanese interrogative pronouns "dare", "na ni/na n", "doko", "dou", "ikura" which respectively have the same meaning with the Chinese ones above. Non-interrogative usages appearing only in Chinese, but not in Japanese, are analyzed in detail. A questionnaire survey was conducted among the students in the Department of Chinese and language training institutions in Nagasaki in Japan who are learning Chinese. Based on the analysis of the survey results and the error analysis of the students, to learn about mastery and errors of non-interrogative usage for senior level students studying Chinese. Combined with the results of comparative analysis, the author explored the reasons of the errors from the interlingual interference, intralingual interference together with the external factors. Finally, according to the results of comparative analysis and error analysis, making reasonable teaching suggestions respectively for each non-interrogative usage of interrogative pronouns. Designing the leading-in, explain and practice ways of Language points for the key and the difficult points of non- interrogative usage, so that teachers can use the classroom time effectively, and improve teaching quality and efficiency.