A Corpus-based Study On The Acquisition Errors Of Chinese Interrogative Mood Particles

In modern Mandarin Chinese,interrogative mood particles are a very important part of speech.Although the number is not large,their usage is flexible and diverse,which is a characteristic of our Chinese language.At present,the academic community’s research on the bias of interrogative modal particles is mainly based on a questionnaire survey of international students from a single country,and there is less in-depth analysis of the biased corpus of international students in the corpus.Therefore,from the perspective of Chinese as a foreign language,based on the grammatical features and pragmatic functions of interrogative modal particles,this paper summarizes the types of foreign students’ errors in the corpus,analyzes the reasons for the errors of foreign students’ use of interrogative modal particles,and provides targeted teaching suggestions and teaching design.This article is divided into five parts.The first part is an introduction,while the second part describes the grammatical features and functions of Chinese interrogative modal particles based on the existing research results.The third part classifies the error types of the corpus retrieved from the "HSK Dynamic Composition Corpus" and the "Global interlanguage Corpus" of Beijing Language and Culture University,And using quantitative and qualitative analysis methods,statistical analysis was conducted on the types of errors exhibited by each interrogative modal particle.The fourth part,based on this,deeply discusses the reasons for the formation of errors and finds that the main reasons for errors come from five aspects,including the difficulty of interrogative particles themselves,the influence of the learning environment on international students,students’ weak grasp of relevant knowledge about interrogative particles,negative transfer of the target language,and the influence of students’ learning strategies.Based on error analysis,three suggestions are proposed,namely strengthening ontology research,optimizing textbook writing,and flexibly applying teaching methods.The fifth part provides interrogative modal particles Specific teaching design.