Page 74 - Caietele_Confucius_11_2024

very challenged. Examples 1 and 2 both involve the misuse of double-
Example 3: Drawing lessons from past setbacks, object constructions as '把' sentences, while Example 3
turning setbacks into motivation, and thus becoming a misuses the ' ' sentence pattern.
strong individual in life, advancing one's own life. Firstly, the structure of '把' sentences is N1+把
Correction: Drawing lessons from past setbacks, +N2+V1, comprising a single set of sentence elements
turning setbacks into motivation, and thus becoming a with a verb (V1) issued by the subject (N1). In contrast,
strong individual in life, moving forward one's own double-object constructions consist of two sets of
life. elements, with verbs (V1 and V2) issued by N1 and N2,
All the above examples fail to convey the semantics of respectively. Therefore, both Example 1 and Example
'causing someone to produce a certain result' and 2 should be corrected from '把' sentences to double-
require the use of double-object constructions. It object constructions. The structure of ' ' sentences is
indicates that Japanese learners have not mastered the N2+ +N1+V1, where V1 is dispositional, indicating
structure of double-object constructions. Examples 1 that the action is imposed on the subject (N2) by the
to 3 need to be rewritten following the basic structure agent (N1). However, Example 3 expresses a causative
of N1+V1+N2+V2. result, requiring the use of a double-object
construction.
(2) Overuse of Double-Object Structure:
Example 1: 木 46组合让秋元 制作的偶 组 Ⅲ. Reasons for Errors in Japanese Learners'
合。 Dislocation Sentences and Teaching Suggestions
Correction: 木 46组合是秋元 制作的偶 组 1. Negative Transfer of L1 Knowledge
合. When learning a new language, learners tend to
Example 2: 我中 生的时候，那儿有一 中国人 unconsciously rely on their native language
的老师，让两年教汉语。 knowledge. Japanese learners of Chinese are no
Correction: 我中 生的时候，那儿有一 中国老 exception. In the Japanese language system, the
师，教了两年汉语. grammatical structure is "subject + object + predicate,"
Example 3: 上大学后用“金刚钻理论”让儿子训练 while Chinese follows the structure of "subject +
创 精 。 predicate + object." Additionally, Japanese does not
Correction: 上大学后用“金刚钻理论”训练儿子的 emphasize the object when expressing causative
创 精 . meaning. Due to these grammar differences, students
In general, double-object constructions typically tend to be influenced by their native language, resulting
either depict N1 initiating a certain action towards N2 in frequent errors such as the misplacement of
or indicate N1 causing N2 to produce a certain result. components and the absence of the N2 component in
The above three examples do not require the use of dislocation sentences. Teachers should be keenly
double-object constructions to convey the intended aware of common patterns of errors and provide
meaning correctly, and their usage falls into the targeted explanations to students.
category of overusing double-object constructions.
2. Negative Transfer of Target Language
(3) Double-Object Structure Misused as Other Knowledge
Sentence Patterns: As evident from the section on structural errors,
Example 1: 前，有一个 生说：“ 烟把肺 Japanese learners often struggle with deciding whether
变成黑色的东 。” to use dislocation sentences. There is a notable
Correction: 前，有一个 生说：“ 烟使肺 overgeneralization, as seen in sentences like " 木
变黑。” 46组合让秋元 制作的偶 组合" which should be
Example 2: 人们为了把自己的心理满足而向 corrected to " 木 46组合是秋元 制作的偶 组
玩儿。 合." To address this issue, teachers can effectively
Correction: 人们为了使自己的心理满足而向 compare previously learned content with current
玩儿。 lessons, reinforcing students' understanding of the
Example 3: 一是你不应该临 前做 烈运动， practical usage of acquired knowledge.
为运动 人兴奋，我 议你做伸 运动。
Correction: 一是你不应该临 前做剧烈运动， 3. Negative Learning and Communication
为运动使人兴奋，我 议你做伸 运动。 Strategies

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