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The quality and quantity of Japanese teaching have been remarkably improved in in recent years with the increase of the number of students learning Japanese. However, the Japanese teaching has not yet got rid of the shackles of traditional teaching. There are still many deficiencies in the teaching of Japanese majors, especially the Japanese pronunciation teaching. The difficulties of Japanese pronunciation teaching lie in the factors of the dialect language transfer, psychology, teachers, the teaching aids and environment. 1. Current Situation of College Japanese Teaching Currently, most colleges take English as the first foreign language in foreign language teaching in colleges. In the choice of second foreign languages, the first language still occupies the first place in the school, and most of the students have no Japanese basis. College Japanese students mostly start from Japanese pseudonym pronunciation and letter identification, without any Japanese basis. Compared with the Japanese professional courses, the opening time is shorter. The time of teaching is generally four hours a week, the length is two school years, and the short term is half a semester. With the rapid growth of China's economic strength and the increasing international status, the communication with neighboring Japan will be more extensive, and the demand for Japanese compound talents will continue to grow. Therefore, a lot of people regard Japanese as the first language of the second foreign language. For a long time, colleges and universities did not pay enough attention to Japanese teaching, and the funds were not in place. Many schools were backward in teaching facilities, and the teaching mode was single. They still stayed on textbooks, chalk and blackboard. Compared with the extensive and extensive English reference books, the Japanese books in the winter library seem insignificant, which directly leads to the lack of a good learning environment for foreign language learners. As most of the students studying Japanese have already mastered another foreign language, and most of the universities take Japanese as an elective course, there is no requirement for over grade, so most students do not attach enough importance to it. If they are easy to learn, they will choose Japanese course: some learners are interested in Japanese, and they like to see Japanese animation culture, Japanese dramas and so on. Learners who have different learning purposes are enthusiastic at the initial stage of their learning. Due to the lack of learning goals and pressures, the enthusiasm for learning Japanese later is not high. They study Japanese as a foreign language of postgraduate study. There are different degrees of emphasis on knowledge and light ability in college Japanese teaching in colleges. Some teachers regard the second language as a minor, who don’t spend enough energy and time in the second language teaching. 2. Problems of College Japanese in Jingdezhen Ceramic Institute The author has conducted the investigation of Japanese pronunciation learning for many times in the teaching experience in recent years for the professional Japanese learners. The main content and main problems are shown as follows 2.1 Late start of Pronunciation Teaching and Severe Interference of Mother Dialects 2018 International Conference on Education Technology and Social Sciences (ETSOCS 2018) Copyright © (2018) Francis Academic Press, UK 53 For Japanese beginners who have just entered the university, they mainly use the Mandarin and their native dialect before contacting with the Japanese language. In the initial Japanese learning, many students were easily disturbed by such factors as the pronunciation of the dialect and native language. There are many of them which are lack of the differences between the retroflex and non-retroflex or the differences between the front nasals and back nasals throughout the different dialects in many locations of China. The Japanese learning statistical data of Jingdezhen Ceramic Institute is shown in Table 1. Table 1. Japanese learning statistical data of Jingdezhen Ceramic Institute Learning difficulty Students fully mastering it Students cannot fully master it Voiceless consonant and voiced consonant 29.8% 70.2% Promote tone 51.2% 48.3% Difficult tone 58.0% 42.0% Long tone 51.6% 48.4% Intonation 38.7% 61.2% Japanese pronunciation 62.9% 37.1% Among the students of Japanese majors in Jingdezhen Ceramic Institute, many students have come from the areas with sever dialect such as Sichuan, Hunan and so on. For many students in Hunan, the voiceless consonant, the voiced consonant, the Promote tone, the Long tone, the beat and the Intonation of the fifty tones are always big headaches. The majority of students at Jingdezhen Ceramic Institute come from the dialect areas. It leads to a general deviation of the pronunciation of some of the students' words, or the odd pronunciation of certain words, which is difficult to correct. According to the statistical data, Japanese pronunciation is difficult for most professional Japanese learners. Compared with the other two aspects of linguistics, which are the vocabulary and grammar, the theory research and practice at home and abroad on this aspect is obviously deficient. For the students coming from these areas, learning Japanese of these students are much more difficult than other students. For the lower grade students, whether the pronunciation foundation is sound or not plays a decisive role in Japanese intensive reading study. If the students can't pronounce it, it will cause serious influence on the memory, reading and listening of the intensive reading in the future. 2.2 Single Teaching Model and Low Attention Degree of Teachers Due to the restriction of traditional teaching ideas, the Japanese intensive reading courses of the students of junior grade learning Japanese often adopt the traditional teaching model. It is a kind of teaching model which is mainly based on mainly teachers’ teaching with students’ imitation as the supplement. In this teaching model, some teachers do not pay enough attention to the pronunciation, but pay a lot attention on the grammar teaching. Some Japanese teachers imitate English teaching in senior high school. They only teach the grammar and do not practice any listening. Due to the small number of Japanese teachers, many Japanese teachers have a quietly heavy teaching task. Some teachers just want to complete the task of teaching grammar, and ignore the pronunciation. This kind of “passive” teaching model is not only bad for students to absorb knowledge, but also easy to make students feel resentful. Through the investigation of low grade students in recent years, the author found that the practice of blindly echo what the books say would decrease the participation of students. It cannot exert the

Analysis on Current Situation, Problems and Main Causes of College Japanese Teaching—Taking Jingdezhen Ceramic Institute as an Example