The Acquisition Of The Preposition "CONG" And Teaching Suggestions

Based on the interlanguage corpus and the native corpus,this paper quantitatively studies the acquisition of the preposition “from” of the foreign students.By analyzing the various usages and classifications of the preposition “from” in the corpus,the interlanguage and native language intermediaries are “from” The output situation is compared,and the types of errors,the bias rate,and the proportion of errors are analyzed.According to the questionnaire survey,the causes of the errors are discussed,and the foreign students’ acquisition of the preposition “from”is comprehensively examined.Based on the investigation of the arrangement and design of relevant language points in Chinese textbooks,suggestions for teaching are proposed to improve teaching efficiency.The text of this article is divided into five chapters.The first chapter summarizes the research status of prepositions from the perspectives of ontology and acquisition;introduces the research purposes,methods,steps and sources of corpus.The second chapter: elaborates on the usage and classification of the preposition “from” in a detailed explanation.Through the study of the Chinese ontology and the use of the preposition “from”in the research of this subject,that will gave us an insight into the preposition "from".Chapter three: through the analysis of corpus,the author explains theoutput of the preposition "from" in the whole corpus.And comparative analysis of the output of the different usage of the preposition “from”.The fourth chapter: explores five types of errors: mis-generation,omission,redundancy,mis-sequence,miscellaneous,and analyze what kind of situation can cause errors.According to the questionnaire survey,the mandatory context is used to verify the judgment of errors,inference of avoidance use and relevant acquisition.The fifth chapter: in terms of aforementioned parts,the relevant suggestions for the teaching of the preposition “from”of the foreign students are given.