A Study On Idiom Errors Made By Foreign Students And Teaching Strategies Research In Teaching Chinese As A Second Language

Chinese idioms are the common language through the history of precipitation,which concentrate on China’s five thousand years of civilization. They are known asa living fossil and integration block of Chinese culture and the crystallization of thewisdom of China. Idiom itself is complicated in structure and has been the emphasisand difficulty in teaching Chinese as a foreign language over the years.This article studies the errors of foreign students in senior stage by examining thedata of HSK and analyzes the types and causes of idiom errors, and then it gives someeffective suggestions on teaching strategies. The main research methods includeontology analysis, literature and research results summary method, data analysis andpractical analysis method. Based on the idiom errors in HSK, this article collects157idiom errors from2387passages. The students’ idiom errors can be divided into“misuse” and “absence”. The misuse can be divided into writing errors, semanticerrors, syntactic errors and pragmatic errors. The reasons why idiom errors appearare the complexity of idiom structure, teaching syllabus and textbooks, lacking ofspecial dictionary and improper teaching methods. This article also puts forwardsome teaching suggestions, including the importance of idioms dictionary compilation,special status and reforming the traditional teaching methods.This article expects to be able to make strength for the study of Chinese idiomsteaching in teaching Chinese as a foreign language and draw the attention to theteaching of idioms. In addition, it may provide certain reference and reference forthe Chinese idioms teaching in future.