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constructions, I gained a deeper understanding of the within this category that do not require a major subject
current state of research on double-object (N1), such as "请你明 再来" (Please come again
constructions. This process helped me identify the tomorrow). Not all double-object constructions allow
focus of my own research. the omission of the subject, so in Example 1, a pronoun
should be added after the time adverb as the subject. In
(2) Error Analysis Method Example 2, the action that invigorates "我" (me) is "吃
This paper, based on the "HSK Dynamic Writing 早饭" (eating breakfast), and it cannot be omitted.
Corpus" and "Global Chinese Interlanguage Corpus,"
employs the error analysis method to analyze and (2) Omission of V1
summarize errors made by Japanese learners when Example 1: 这是事情我认识了她们。
using double-object constructions. In Chapter Two, Correction: 这件事情让我认识了她们。
the analysis is conducted based on six types of errors: Example 2: 此 ，请 的时候也人们吃 司。
component omission, component addition, Correction: 此 ，请 的时候也请人们吃 司。
component misuse, component misplacement, Both of the above examples lack the causative verb V1.
component error, and structural error. In Chapter The major subject N1, through V1, issues a command
Three, the study further analyzes the reasons behind resulting in the outcome of V2, establishing a cause-
these errors, aiming to contribute to the improvement and-effect relationship between the two. Learners,
of specific teaching methods in future Chinese when constructing sentences, often link the cause and
language teaching for international students. effect together but overlook the inherent characteristics
of double-object constructions. Therefore, it is
(3) Corpus Sources necessary to add the verb that issues the command.
To ensure the authenticity and comprehensiveness of
the corpus, the data in this paper are extracted from the (3) Omission of N2
"HSK Dynamic Writing Corpus" and "Global Example 1: 我上中学的时候， 多 球队的
Chinese Interlanguage Corpus." Under the "Sentence 中学生来 请 加他们队。
Retrieval" section of the "Double-Object Correction: 我上中学的时候， 多 球队的
Constructions" in the "HSK Dynamic Writing 中学生来 请我 加他们队。
Corpus," there are 421 records, with 154 records Example 2: 如果贵 司让当导 的话我 兴。
specifically related to errors made by Japanese Correction: 如果贵 司让我当导 的话我
candidates in using double-object constructions. In 兴。
the "Global Chinese Interlanguage Corpus," a total of In the structure of double-object constructions, N2 is
1445 records related to errors in using double-object an essential component, serving as the object of the
constructions can be retrieved, including 88 records preceding verb V1 and the subject of the subsequent
from Japanese authors. The combined corpus from verb V2. Without N2, the double-object structure is not
these two sources consists of 242 records. This paper complete, and it is necessary to complement the
takes these 242 instances of errors in double-object corresponding N2 to make the sentence whole.
constructions as the research objects to conduct an in-
depth study on the errors made by Japanese learners in (4) Omission of V2
acquiring double-object constructions. Example 1: 洗澡让我轻 的感觉。
Correction: 洗澡让我有轻 的感觉。
Ⅱ. Types of Errors in Double-Object Example 2: 然后 他们 ， 劝他们不要
Constructions Made by Japanese Learners 自杀的 头。
1. Omission of Components Correction: 然后 他们 ， 劝他们不要
(1) Omission of N1 产生自杀的 头。
Example 1: 刚 北 的时候 我 惑。 Example 3: 这些爱好都使池本开心的感觉，并她
Correction: 刚 北 的时候这 我 惑。 的生活 富多彩。
Example 2: 我觉得我要吃早饭，让我朝气蓬勃。 Correction: 这些爱好都使池本有开心的感觉，并
Correction: 我觉得我要吃早饭，吃早饭让我朝气 使她的生活 富多彩。
蓬勃。 V2 in the double-object structure N1+V1+N2+V2
Double-object constructions usually follow a subject- serves as the predicate of N2 and can be represented by
verb structure, but there are imperative sentences

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