| The inflected words are an important part of the modern Chinese vocabulary,and they are a major focus for international students learning Chinese,and the identification of similar words is a major difficulty in teaching Chinese as a foreign language.In this paper,we select the inflected words "ke" and "keshi",which are used frequently and widely in daily life,as the objects of our study,and make use of the CCL Modern Chinese Corpus and HSK Dynamic Composition Corpus to analyse the relevant corpus of "ke" and "keshi".This study is a statistical analysis of the corpus of "ke" and "keshi" with the help of CCL modern Chinese corpus and HSK dynamic composition corpus,and summarizes the usage of the transitive "ke" and "keshi" by native Chinese speakers and second language learners.The use of the transitive "ke" and "keshi" by native Chinese speakers and second language learners is summarized,and examples of misspoken sentences by international students are counted and analyzed to find out the causes of the misspoken sentences and to suggest related teaching suggestions.The discussion is divided into four parts.The first chapter is the introduction,which introduces the current status of the ontology of "ke" and "keshi",the current status of the study of Chinese as a foreign language,and questions the significance of the research and the research methodology of this paper.The second chapter discusses that the transitive "ke" and "keshi" have both conjunctive and adverbial forms,which are examined and analyzed in terms of lexical,syntactic,and pragmatic aspects.The conjunctions "ke" and "keshi" can be used when there is a contradiction or contradiction in the surface semantics,when there is an opposition or discrepancy between facts and expectations,when there is a further addition to the previous text,and when there is a change of topic.Transitive adverbs are used when there is a contradiction in semantics,and when they add to or limit the preceding text.In terms of syntactic position,the transitive "ke" and "keshi" can be located at the beginning of a sentence,in the middle of a sentence,or at the beginning of a paragraph,but not at the end of a sentence.When located at the beginning of a sentence or paragraph and paused separately,only the transitive conjunction "keshi" can be used,not interchangeable with "ke".The use of "ke" followed by a direct punctuation pause is less common,and occasionally occurs in spoken language to indicate that a sentence has been interrupted or left unfinished.In addition,the transitive "ke" and "keshi" form some fixed collocations,and the associated collocations are generally not interchangeable;the transitive conjunction "keshi" can be directly followed by a tone of voice,but "ke" cannot.When these two transitions occur in a clause,they are generally of different lexical nature,one is a transitive conjunction and the other is a transitive adverb.Sometimes,in order to strengthen the turn or to express unexpected emotions,the transitive conjunctions "ke" and "keshi" are used in succession,and they are usually followed by negative things.In terms of discourse,the transitive "ke" and "keshi" are used as discourse markers to express tone,focus and change the topic.Among them,the tone expression function mainly includes the statement tone,question tone and exclamation tone.The third chapter,by screening the relevant corpus in the CCL Modern Chinese Corpus,the Global Mediated Corpus and the HSK Dynamic Composition Corpus,shows that the frequency of using the transitive "ke" and "keshi" for native Chinese speakers and international students is consistent: keshi(conjunction)> ke(conjunction)> ke(adverb)> keshi(adverb).The frequencies of the four types of sentences used by native speakers are: declarative sentence > interrogative sentence > exclamatory sentence >imperative sentence.The correct frequency of using the transitive "ke" and "keshi" for international students is: keshi(conjunction)> ke(conjunction)> keshi(adverb)> ke(adverb).In general,the frequency of "keshi" as a discourse marker is much higher than the other three words,and the total frequency of use of transitive adverbs by international students is 0.98%,which is much lower than the total frequency of use of transitive conjunctions of 21.24%.The phenomenon of avoidance of transitive adverbs was considered.Finally,the types of errors were categorized and ranked from highest to lowest in terms of percentage of errors: misplaced substitution > misadded substitution >word form error > omission.The total number of international students’ errors for the three types of errors,namely,misplaced,misadded,and graphemic,was over 97%.Chapter 4 focuses on the statistics and integration of the types of errors,finding the patterns of errors,analysing the causes of errors,and making relevant teaching suggestions.The analysis shows that the primary reason for the errors is that "ke" and"keshi" are lexically diverse,semantically diverse and complex in usage,and are easily misused not only with other transitions but also with other words of their own."The points make it easier for international students to learn the transitive meaning of "ke" and"keshi".The first two points contribute to the fact that international students are more prone to intra-linguistic and inter-linguistic transfer when learning the transitive "ke" and"keshi";the frequent use of alternative learning strategies by students also contributes to the occurrence of errors.Finally,according to these reasons for the errors,teachers are advised to strengthen the teaching of contrast,emphasize contextual teaching and increase the teaching of drills. |
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