Intermediate Japanese Students' Acquisition Of Hypothetical Complex Sentences And Teaching Countermeasures

In the secondary teaching of foreign Chinese,the complex sentence is an important teaching content,because the complex structure of Chinese complex sentence has always been the difficulty of teaching.How to make foreign students learn Chinese complex sentences better is one of the problems that scholars study.Assume that the complex sentence is an important teaching content of complex sentence teaching.Because of the complex structure and logical relationship,it is semantically different from the conditional complex sentence and concession complex sentence.If you don't pay attention to the logical relation of the front and back clauses,it will often lead to structural chaos and interruption of the text.Therefore,in the course of learning hypothetical complex sentences,foreign students have different degrees of problems in understanding and using hypothetical complex sentences.This article is based on the assumption of the complex sentence ontology research and the teaching research of the hypothetical complex sentence as a foreign language.It makes a comprehensive investigation and study of the hypothesis complex sentence acquisition and bias of middle class students at Dalian University International Cultural Exchange School and tries to on the basis of the proposed teaching strategies for hypothesis complex sentences,in order to provide valuable reference for future complex sentence teaching,especially hypothesis complex sentence teaching.The article is divided into the following five sections.The first chapter is the introduction.The background of topic selection,significance of topic selection,theoretical basis and research method are described.The second chapter is the type of hypothetical complex sentence in the middle stage.Referring to Mr.Xing's classification method,hypothetical compound sentences are divided into four types: unanimous assumptions,assuming assumptions,pre-negative assumptions,and post-negation assumptions.The third chapter is the survey questionnaire of the foreign students' acquisition of hypothetical complex sentences.Taking the international students of DalianUniversity's International Cultural Exchange School as the survey subjects,questionnaires were conducted on “If P,then Q”,“Even if P,also Q”,“If not P,Q”and “P,otherwise Q”.The fourth chapter is an analysis of the types of errors and the causes of the acquisition of hypothetical complex sentences by middle-level foreign students.There are five types of errors: missed related words,misplaced related words,improper collocation of related words,confusion of related words,and improper logical relationships.The main causes of errors are mainly negative intra-word transfer,negative inter-ethnic transfer,and unclear textbook comments.The fifth chapter is the teaching strategies and teaching cases of the hypothetical complex sentences for intermediate students.This paper tries to make recommendations from teaching strategies,teaching materials,and other aspects.In teaching,the teaching order should follow the principle of gradual progress,and the teaching method should be diversified and targeted.In the compilation of teaching materials,we should attach importance to the reproduction of the hypothesis compound sentence and enrich the content of the textbook,so as to realize the combination of detail and modernization.