Japanese Students Studying Chinese Language Complements And Analysis Of Teaching Errors And Teaching Suggestions

Chinese is an isolated language.Japanese is an adhesive language.There is a big difference between the Japanese and Chinese grammar.So learning Chinese grammar has been the key and difficult points for Japanese students,under the influence of the mother tongue,if the Japanese student doesn't master the Chinese grammar rules,when learning Chinese grammar,it is easy to produce error.The complement of Chinese is a major difficulty as an example,according to the structure the complement can be divided into the result complement,the modal complement,the degree complement,the quantitative complement,the directional complement,the time complement and so on.Because Japanese does not have such a complex and varied complement form as Chinese,it is difficult to learn and master the complement of Chinese for Japanese students,so it's prone to have an error.The research content of the complement is abundant in the academic,the researches of the modal complement of Chinese about Japanese students less than the western countries students,and some Chinese textbooks' analysis on Chinese state complement more general,in specific teaching strategies can also have an improvement.This paper is based on previous rich body of research and foreign language learning and the second language acquisition theory contrastive analysis,interlanguage theory and error analysis theory,and the questionnaire investigation and the case analysis as research methods.The Chinese state complement can form contrast with Japanese in the corresponding functional.Analyze the actual case teaching and the HSK corpuses based study in Japan student in learning Chinese complement of state specific types of errors,and try to analysis the reasons of it.According to the Japanese students studies the characteristics and difficulties of the Chinese state complement,using three methods of analysis of plane theory(syntactic,semantic and pragmatic)and training of language sense to design the teaching and the exercise.