| Polysemy has always been a key and difficulty in teaching Chinese as a second language,especially monosyllable verbs,are frequently used in daily life and have abundant meanings.How to correctly use different meanings of monosyllabic polysemous verbs is difficult for foreign students.There are Chinese characters in both Chinese and Japanese,and the vocabulary is similar.Japanese also has polysemous words.so for Japanese students who study Chinese,the negative transfer of mother tongue has a certain impact on Chinese acquisition.Therefore,paying attention to the comparative analysis of language has an important role in Chinese teaching and second language acquisition.This article takes the monosyllabic polysemous verb "Fa" as the focus of research,systematically discuss the relationship between the various meanings of the verb "Fa".Based on the second language acquisition theory and error analysis theory,the paper analyzes the acquisition of monosyllabic verb "Fa" by Japanese students through literature method,comparative analysis and questionnaire survey.Sort the difficulty of Japanese students’ acquisition of the monosyllabic verb "Fa".It is concluded that vocabulary acquisition is not only influenced by mother tongue,but also related to students’ Chinese level.In the view of the problems found in the questionnaire,it will provide some suggestions for the teaching Chinese as a second language in the future.The introduction of the first chapter mainly introduces purpose and significance of the research and research methods,and summarizes the results of previous studies.The second chapter analyzes the evolutionary relationship between the semantics and meanings of the verb "Fa",and classifies the meanings of "Fa",taking the monosyllabic verb "Fa" as the focus of investigation and analysis.The third chapter classifies the meanings of Japanese verb "Fa" from the perspective of language comparison,compares the meanings of "Fa" in Chinese and Japanese,finds out the similarities and differences,and predicts the possible problems in students’ acquisition process according to the comparison.The fourth chapter,combining the corpus to count the usage frequency of the meanings of "Fa" in native language and interlanguage.Taking the corpus as a reference,the correct rate of the meaning of "Fa" through the questionnaire,and the difficulty order for Japanese students ’ acquisition of the meaning of "Fa" is obtained by integrating the situation of the native speakers and interlanguage corpus,and the errors of questionnaire are analyzed.The fifth chapter,according to the problems reflected in the questionnaire survey and the current arrangement of Chinese textbooks,propose reasonable teaching methods and strategies. |
