A Study On Frequency Adverbs In Teaching Chinese As A Foreign Language

Frequency adverb is the important category in the modern Chinese adverbial system, but international students often make errors in learning it. This thesis selects four frequency adverbs, always, often, consistently, all along, mistaken and confused by international students to research, and will analyze and study them from the perspective of grammatical features, semantic features, pragmatic choices, error analysis and teaching strategies.The first chapter focuses on the introduction of research background, significance, range, content, theory, method and corpus sources, and makes a systematical review on precious achievements from the perspective of the study on the frequency adverbs themselves and errors and teaching of the frequency adverbs.The second chapter overall studies frequency adverbs, analyzes the necessity of separating frequency adverbs from others, observes their definitions, criteria of classifications and the distinctions between them and general time adverbs and repeating ones, and concludes their features.Based on three-plane theory, the third chapter analyzes these four frequency adverbs, always, often, consistently, all along in details, from the aspect of syntactic features, semantic features and pragmatic choices. First of all, it observes the syntactic features of these words from the aspect of position distribution and syntactic function. Secondly, it carries on a study on their semantic features from three aspects, sustainability and repeatability, durative and instantaneous states and static and dynamic states. Finally, it carries on a comprehensive investment about their pragmatic choices based on sentence choices and pragmatic functions.The forth chapter is mainly to conclude the types of errors of these four words and analyze the reasons, according to the selected error examples from the data, which is collected from the inter-language.Based on error corpus, the fifth chapter comes up with teaching strategies, and makes discussion about teaching methods with the error types that are occurred in the learning process of Chinese learners. This thesis adopts literature retrieval to access and review precious research achievements, which makes the conclusion much more credible, insisting on the combination of qualitative and quantitative analysis, which strengthens the sciencificity of the research. The thesis also makes use of inter-language theory and error analysis methods to conclude the error examples of the four words, always, often, consistently, all along, meanwhile, to analyze the reasons of errors with deeply research.