| As an analytical language lacking morphological changes,Chinese prepositions play a very important role in grammar study.As a common preposition,“Cong”(从)is not only the focus of ontology research,but also the focus and difficulty of teaching Chinese as a second language.The specific manifestations are as follows: “Cong”(从)is frequently used in daily life,and is listed as the first level word in the《 Outline of Chinese Proficiency Vocabulary and Chinese Character Grades》,which is the main content that primary Chinese learners must learn;The grammatical meaning of “Cong”(从)is extremely complex and the grammatical form is relatively flexible,so foreign students have a high error rate in the process of Chinese acquisition.We choose the errors of the preposition “Cong”(从)as the object of analysis,aiming at strengthening the overall teaching of prepositions and improving the efficiency of classroom teaching.This paper first analyzes the semantic,syntactic and pragmatic aspects of “Cong”(从),and strives to depict the concise and practical grammatical rules of the word.Based on this,we select1088 effective corpus from the HSK corpus for error analysis,and sort out five types of errors,such as omission,mixing,wrong addition,wrong order and compound.And try from the internal(negative transfer of mother tongue,the target language knowledge generalization,the influence of students’ own factors),outside(the influence of teachers’ improper teaching strategies,the problems of foreign Chinese teaching materials)two aspects more comprehensive discussion of the causes of errors.Finally,aiming at the causes of errors,this paper puts forward some strategies,such as stage teaching,focusing on the comparative explanation of preposition“Cong”(从)and confusing prepositions,strengthening the frame teaching of preposition“Cong”(从),and flexibly adopting teaching methods according to the teaching content and so on,in order to reduce the occurrence of learners’ errors to the greatest extent. |
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