Research On The Teaching Of Linked Idioms As A Foreign Language

In the teaching of idioms for teaching Chinese as a foreign language,although scholars and Chinese teachers continue to explore and improve the methods of idiom teaching,and students also attach great importance to idioms,there are still a lot of errors in the process of using them.Therefore,scholars believe that starting from the structural types of idioms,describing the characteristics of different structural types of idioms and putting forward targeted teaching suggestions,so as to improve the effectiveness of idiom teaching and the correct rate of students using idioms,it is worthy of discussion.This thesis selects 40 linkage structure idioms in 11 textbooks to build the original corpus,retrieves all corpora with the help of HSK dynamic composition corpus,analyzes the corpus of errors,and puts forward their own suggestions for the attribution of errors.Finally,based on the characteristics of the linkage structure idioms,the wrong conclusions and the related theories about the teaching mode,I return to the Chinese textbooks to explore the teaching mode.The first chapter is the introduction,which briefly introduces the topic background,research object and content,research purpose and significance,research summary,research methods and innovations of this article.The second chapter,based on the ontology knowledge of idioms,conducts a more comprehensive and detailed analysis and description of the linkage structure idioms,including its definition,external formal structure,internal semantic relations,and grammatical attributes;secondly,the linkage structure Attribute characteristics are used as the basis for judgment,and a total of 40 idioms with linkage structure are judged and summarized from 11 Chinese textbooks.The third chapter searches and counts the corpus through "HSK Dynamic Composition Corpus" and "Global Chinese Interlanguage Corpus",and analyzes the types of errors and the causes of errors.Among them,the types of errors cover five types:form,semantics,grammar,and pragmatics.The causes of errors include the complexity of idioms,inappropriate learning attitudes and strategies of students,and insufficient teachers of Chinese as a foreign language.The fourth chapter tries to put forward the teaching model of "cognition-perception-communication" based on the wrong conclusions,the practical needs of classroom teaching and the characteristics of linkage idioms,and presents specific teaching examples.The main purpose of this thesis is to prove the feasibility of teaching from the perspective of idiom grammar structure,and hope to provide certain reference and reference for the innovation of idiom teaching methods.