An Error Analysis Of Modal Verb "Neng,Hui,Keyi" By Moroccan Elementary Learners

In 2016,the King of Morocco visited China,the two countries waived each other’s visa,which greatly promoted the political,economic and cultural exchanges between the two countries.It also brought a new round of climax of Chinese learning in Morocco.This makes the Chinese teaching staff very excited,but in the practical teaching,we find that due to teaching languages and teaching strategies,we often encounter many problems.Because of the interlingual differences between Chinese,French and Arabic,and the difficulty of Chinese modal verbs,Moroccan students find it hard to learn “neng,hui,keyi” and prone to a great deal of errors,teachers also find it difficult to teach.This paper firstly sorts out and summarizes the ontology research and teaching research on the Chinese modal verb "neng,hui,keyi".In the second part,the paper carries on Chinese internal comparison from the perspectives of semantic characteristic,the syntax structure and the pragmatic function,then summarizes the correlation and the differences between the three verbs.In the third part,the paper compares "neng,hui,keyi" with the corresponding words in French and Arabic to find similarities and differences.In the fourth part,it carries out the error analysis,and summarizes the types of errors produced by Moroccan students: wrong alternation,addition,omissions,disorder and the wrong negation and so on.Through analysis,the causes of errors are the negative transfer from mother-tongue,over-generalization of target language,improper learning strategies and improper misleading of external environment such as teaching materials,teachers and classroom teaching.These causes cross each other,influence each other and work together in the learning process.In the end,on the basis of research above,we offer the relative teaching suggestions and solutions: about the classroom teaching,teachers should arrange well the order of modal verbs;properly analyze the similar modal verbs;pay more attention to the interlingual differences between Chinese and foreign languages;apply more situational teaching method and sentence-structure induction method.Aboutpractice,teachers should design a variety of useful exercises.About teaching materials,textbook writers could consider more about the semantic items,add notes about the use of new meaning,and teachers should promptly add explanations to make up for the deficiencies.