The Error Analysis And Teaching Suggestions Of Preposition Frame "Cong X Qi"(从X起)

The prepositional frame"cong X qi"(从X起)belongs to the first-class vocabulary in the’Chinese Proficiency Syllabus’and is used frequently.It is one of the important expressions that foreign students must learn in the primary stage of Chinese acquisition.Affected by the negative transfer of mother tongue,the generalization of target language rules,the complexity of the prepositional frame"cong X qi"(从X起)and the arrangement of teaching materials,foreign students have a lot of errors in the acquisition of"cong X qi"(从X起).This paper analysis the semantic features,syntactic functions of"cong X qi"(从X起)in Chinese and the hidden rules of"cong"(从)and"qi"(起),compares the similarities and differences between"cong X qi"(从X起)and"cong X kaishi"(从X开始),and analyzes the relevant error corpus.This paper summarizes the types and causes of errors in"cong X qi"(从X起),and puts forward some teaching suggestions on this basis,hoping to be helpful to the teaching of International Chinese Language Education.This article includes three parts:introduction,main body and conclusion.The introduction explains the reasons for the topic selection,the research significance and the research status,and explains the theoretical basis,research methods and corpus sources of this paper.The main content is divided into three chapters:In the first chapter,based on the BCC corpus,the semantic,syntactic of"cong X qi"(从X起)are described in detail.It is believed that"cong X qi"(从X起)mainly represents the starting point of time,space and scope.As an adverbial in the sentence.This paper also clarifies the similarities and differences between"cong X qi"(从X起)and"cong X kaishi"(从X开始)and analyzes the hidden rules of"cong"(从)and"qi."(起)It is found that the appearance of"cong"(从)and"qi"(起)is mainly restricted by collocation,length of X syllable,predicate verb and syntactic position.The second chapter is based on the HSK dynamic composition corpus and the global interlanguage corpus,and makes a statistical induction of the error corpus of foreign students’acquisition of"cong X qi"(从X起).It is found that the omission errors account for the largest proportion,and foreign students in Japan,South Korea,Kazakhstan and Thailand are more prone to omission errors.In view of the five types of errors,such as omission,misaddition,misrepresentation,misorder and misuse of X,the causes of the errors of"cong X qi"(从X起)are analyzed in detail.The third chapter puts forward some concrete and feasible teaching suggestions from the perspectives of textbooks,teachers and learners according to the error analysis.The conclusion summarizes the main contents of this study and points out the shortcomings of this study.