Analysis Of Usage Errors Of The Directional Verb "Shang " Based On HSK Dynamic Composition Corpus

As a common word in modern Chinese,"Shang" seems simple,but in fact it has very rich connotations.As a generalized directional verb,"Shang" can be used as a grammatical predicate alone or as a directional complement after the verb;semantically,it has both directional meaning,result meaning and state meaning;pragmatically,it is in harmony with Chinese thinking Values are closely related.Therefore,for Chinese teaching,the directional verb "Shang" is not only a difficulty for teachers in teaching,but also a difficulty for learners.For native language learners,it is not a problem to master directional verbs in a natural context,but for international students,it is not easy to truly use directional verbs correctly.Directional verbs have little effect in teaching Chinese as a foreign language.Apart from their own complicated semantics and difficult to understand,the weak research on second language acquisition can not be ignored."Shang" is used as a grade A word in the Chinese level Vocabulary and Chinese Character level",so we choose it as the research object,aiming to provide valuable Teaching suggestions for the teaching of directional verbs in Chinese as a foreign language through typical case analysis.The introduction of the first chapter of this article,starting from the reason and significance of the topic,examines the ontological research of the directional verb "Shang" and the current research status in teaching Chinese as a foreign language by previous scholars,expounds the research methods,and explains the source of the corpus.The second chapter starts from the theory of three planes,comprehensively describes the directional verb "Shang",and explains with specific examples.The third chapter sorts out the error corpus of the trending verb "Shang" in the HSK dynamic composition corpus,and summarizes them into four categories: misuse,mistaken addition,omission,and mis-ordering,and analyzes the errors of each category in detail.Proportion.The fourth chapter is about the causes of errors,which are mainly related to the negative transfer of the native language,the generalization of the target language,misleading teaching,and the layout of teaching materials.At the same time,it puts forward feasible teaching suggestions for the occurrence of errors.The fifth chapter concludes with a summary of the full text,expounding the shortcomings of the article and the room for development.