Errors Analysis And Teaching Strategies In The Acquisition Of Equal Comparison Sentences For Elementary And Intermediate Chinese Learners In TCSL

As a typical member of the comparative category,the comparative sentence has always been a research hotspot in the field of Chinese studies,and it is also the focus of teaching in TCSL.Through the statistics and investigations of the current research on comparative sentences,we find that the academic community’s discussions on comparative sentences focus more on the semantics,syntax,and pragmatics of difference comparison sentences,and there is less research on equal comparison sentences.From the perspective of TCSL,there is less analysis on the comparison of equal comparison sentences and acquisition errors,and most of them are the analysis of single equal comparison sentences or the comparative analysis of equal comparison sentences and difference comparison sentences.In view of this,it is necessary to analyze and compare the equal comparison sentence from the perspective of TCSL.This article analyzes the semantics,syntax,and pragmatics of the equal comparison sentences from the perspective of TCSL.Based on the data obtained from the HSK corpus and questionnaires,we will statistically analyze the errors of Chinese learners on the equal comparison sentences,summarize the types of errors,try to analyze the possible causes of errors,and then put forward some suggestions on TCSL.This paper consists of five chapters.The first chapter is the introduction,which introduces the reasons for the topic selection and the significance of the research,reviews the previous research,and defines the scope of research(mainly three types of subordinate semantic types: "same","similar",and "approximate",and four types of comparison sentence pattern),to determine the research entry point and research focus.The second chapter examines the semantic,syntactic and pragmatic features of the equal comparison sentences from the perspective of TCSL.Semantically,due to the differences in their subordinate semantic types,these four equal comparison sentences have significant differences in semantic focus and the semantic characteristics of comparison items and comparison points.Syntactically,the equal comparison sentences discussed in this article generally have a negative form and two different syntactic expressions.The appearance of the comparison point “X” is also different,and the adverbs that can be matched are relatively limited.Pragmatically,these types of equal comparison sentences have subtle differences in expression effects,emphasizing that there is a certain difference between the highlighted comparison points and the comparison results,but they are all subjective and vague.Through a certain scale of questionnaire survey and the collection of corpus related to the HSK corpus,the third chapter,on the basis of the previous article,has investigated and analyzed the errors of the learners of equal comparison sentences acquired by elementary and intermediate level Chinese learners.The investigation found that when students learn equal comparison sentences,the frequency of use is not high,but the error rate is high,and the basic sentence structure is not well-understood and incomplete.Finally,based on Lu Jianji’s(1984)theory of error analysis,the types of errors in learning equal comparison sentences of beginner and intermediate Chinese learners are summarized into four types: omission,mis-addition,mis-generation,and mis-order.Based on the relevant conclusions obtained in the previous chapters,the fourth chapter speculates and analyzes the possible causes of errors.And based on this,it puts forward corresponding suggestions for the teaching of foreign Chinese sentences and related compilation of textbooks and opinions.The fifth chapter is the conclusion,which summarizes the main content and main points of this article,and points out the shortcomings of this article.