Analysis Of Commonly Made Mistakes By Spanish Students Using Chinese Commonly Used Prepositions And Counteractive Teaching Strategies

During the process of the acquisition of Chinese, students of Spanish speaking countries will produce prepositional errors stemming from the influence of their mother tounge. In this paper, under the guidance of the theory of Error Analysis, homework, papers, essay and reference corpus will be analyzed according to the general rules and characteristics of Chinese prepositional mistakes made by Spanish speaking students, along with the coinciding results as well as proposing teaching countermeasures. On the basis of error analysis, this paper summarizes the error types concerning Chinese prepositions found during the acquisition of Chinese, as well as the most common prepositional errors. Through the comparison of Chinese and Spanish prepositions, we find the causes of these errors. At the same time, on the basis of analysis and research, we will propose countermeasures and suggestions of how to teach Chinese prepositions to Spanish speaking students.This paper is divided into four chapters; the first chapter introduces the theory significance and objectives of research and a brief description of the corpus sources and research methods. Chapter Ⅱ describes error theory, Chinese and Spanish prepositional features, as well as the different types of errors. Chapter Ⅲ outlines collected errors which are divided into two parts. The first part is comprised of the collection of and types of analysis combined with modern Chinese research to analyze the proper correction for each type of error, while the second part summarizes the students’ acquisition of Chinese prepositions. Preposition redundancy largest proportion. Chapter Ⅳ will divide the prepositions into three main types:"spatial and temporal prepositions ","reason preposition","object preposition". The proportion of the number of each type of prepositional errors and error types share statistical analysis, and in turn select the "spatial and temporal prepositions","reason preposition" and "object preposition" erros highest rate of the preposition "在","为(为了)","跟" this three categories preposition typical specific case studies obtained for the temporal and spatial prepositions "在", the Spanish-speaking countries students most likely to have redundant bias; reason preposition "为(为了)" most vulnerable to misuse bias; the object preposition "跟", the students of Spanish-speaking countries most prone to mis-ordering bias. In view of the above cases, this paper aims to identify the reasons of these erros, and put forward numerous teaching countermeasures for Chinese prepositions.In Chinese and Spanish, there are many differences in the expression of the prepositions, and students struggle from the impact of their mother tongue making it difficult to accurately learn and use Chinese. In the teaching process it is necessary to enhance the contrast of the two languages. From the student’s collected works, this paper will analyze the causes of prepositional error, predict students’ problems and difficulties encountered in the process of learning Chinese prepositions, and find the appropriate teaching strategies to help them overcome the root causes of the interference of the mother tongue currently hindering their ability to communicate effectively in Chinese.