An Analysis Of The Acquisition Errors Of Negative Adverbs "No" And "Not(Have)" Among Foreign Students And Teaching Countermeasures

As an important part of modern Chinese adverbs,negative adverbs are used frequently and in complicated situations in Chinese expressions.When foreign students are learning Chinese,they often use some wrong negative adverbs.Therefore,negative adverbs have always been the focus and difficulty of TCSL.This article selects the presence of high frequency in modern Chinese two negative adverb "no" and "not(have)" as the research object,the interlanguage corpus,jinan university and the negative adverb errors of HSK dynamic composition corpus corpus is analyzed,the types of the errors made by students negative adverb acquisition and classify errors cause analysis,and put forward corresponding to negative adverb teaching Chinese as a foreign language teaching countermeasures.There are four parts:First part,is the introduction of mainly expounding the research status of negative adverbs in modern Chinese,explaining the research object and method,stating the research purpose and summarizing the research significance.The second part is the first chapter,which mainly analyzes the error types of negative adverbs "no" and "not(have)".With the help of the Jinan University Corpus and Beijing language and culture university HSK Dynamic Writing Corpus,and with the guidance of error analysis theory,this paper analyzes the foreign students’ negative adverb "no" and "not(have)" from two aspects of semantic errors and grammatical errors.Semantic errors can be divided into four aspects: the mixed use bias between "no" and "not(have)",the mixed use bias between "no" / " not(have)" and " not ",the mixed use bias between "no" / " not(have)" and " without ",the double negation bias;There are three aspects of grammatical errors: word order error,redundant error and improper collocation error.The third part is the second chapter.After a detailed analysis of the corpus of errors,we further analyze the causes.Through the analysis,we believe that there are four main reasons for the errors of foreign students: mother tongue’s negative transfer,target language knowledge’s over-generalization,learning strategies and communication strategies’ influence,and imbalance of teaching resources.And the four causes of error are not independent existence,but interrelated and inseparable.The fourth part is the third chapter,based on the research into the causes of errors types and errors,we from the two aspects of classroom teaching and textbook writing targeted teaching countermeasures,trying to offer Chinese as a foreign language teacher is operational method of teaching,for learners to study the negative adverb "no" and "not(have)" the difficulties encountered in the process of providing train of thought.