Error Analysis of “Bei” Construction by Japanese learners

• Main Authors: Ayaka Okuno, 奧野絢加
• Other Authors: Te-Hsin Liu
• Format: Others
• Language: zh-TW
• Published: 2018
• Online Access: http://ndltd.ncl.edu.tw/handle/25kkmq

碩士 === 國立臺灣大學 === 華語教學碩士學位學程 === 106 === There have been many studies on the Chinese “Bei” construction and Japanese passive voice. However, little research has been undertaken on the acquisition of the Chinese “Bei” construction by Japanese learners. This study aims to analyze errors of L1 Japanese learners’ Chinese “Bei” construction errors and propose how to teach this construction. At first, this study analyzes the convergence and divergence between the “Bei” construction and Japanese passive voice. Comparative analyses show that, semantically, the “Bei” construction usually conveys negative connotation, but Japanese passive voice doesn’t always have negative meaning. Syntactically, Japanese has a phenomenon called “Linguistic empathy”, whereby sentences can provide information about the speaker’s point of view, from which they describe a state of affairs. Consequently, compared with Chinese, the agent in Japanese passive voice has more restrictions. Apart from a comparison of the passive voice between Chinese and Japanese, we refer to TOCFL learner corpus and HSK Dynamic Composition Corpus to analyze 90 compositions of L1 Japanese learners. Our result shows that 57 out of 90 compositions were affected by Japanese negative transfer. The majority of errors stems from the difference of verbs between Chinese and Japanese. The second cause of error is that “Bei” construction usually conveys negative connotation while it is not the case in Japanese passive voice. The third cause of error is “Empathy” phenomenon. Japanese learners tend to put human beings in the subject position while there is no such restriction in Mandarin. This syntactic difference also leads to Japanese learners’ errors in the “Bei” construction. Based on the results of the present study, pedagogical implications for Japanese learners and suggestions for future studies were provided at the end of the thesis.