Analysis and Teaching Strategies About Error of Japanese Learned Chinese “也” Based on HSK Dynamic Composition Corpus

Abstract: The adverb “也” has a high frequency of use in Chinese, indicating the same and parallel meaning. It can also strengthen the tone in negative sentences, with various usages. It is found from literature reading that “也” is prone to errors among Japanese Chinese learners. Therefore, the author conducts a sampling analysis of the wrong sentences that Japanese Chinese learners use “也” in HSK dynamic composition corpus, and uses the theory of error analysis to divide them into four categories: wrong order, misuse, omission and redundancy. Based on the analysis of the causes of errors, the author further gives feasible teaching strategies. 

Key words: “also”, second language acquisition, Japanese Chinese learners, teaching strategies