The Study On English Interpretations Of Chinese Adverbs In Some Elementary TCFL Textbooks

Based on the error analysis and contrastive analysis, this paper makes a preliminary research and analysis on the adverbs in three TCFL textbooks, which focus on analyzing the impact of English interpretation on acquisition of Chinese adverbs by foreign students. The main contents are as follows:Chapter one, Introduction. Firstly, summarizing the achievement of former research from two aspects of the English translation of vocabulary and contrastive study of Chinese-English adverbs, on these bases, we points out shortage of the previous studies and significances of research.1. we combs all the adverbs in three textbooks, the adverb is redefined and reclassified starting from teaching requirements. 2. Previous researches directed mainly at foreign students who comes from diverse language backgrounds, but this paper's research object is English native speakers, which increases pertinence of study. 3. Putting emphasis on contrast of English and Chinese adverbs in the semantic meaning and usage as well as the rationality and accuracy of English interpretations. Secondly, put forward object, methods of research and source of language materials: regarding all the adverbs in three TCFL textbooks as research object; language materials are foreign student's daily homework; adopting a combined approach of error analysis and contrastive analysis to analyze the adverbs in detail.Chapter two, conducting research and analysis on overall number of adverbs and forms of English explanation. Attempt to define and classify the adverb from new perspective. In the syntactic structure, only can be seen as modifier rather than modified elements, that is called adverbs. Based on practical teaching, we start from the perspective of meaning, which consists of seven groups: expressing time, scope, degree, tone of speech, modality, negation, repetition or frequency.Chapter three, on the basis of classification of adverb, stressing analysis of error categories in using adverbs. It includes missing, mis-adding, misuse and mis-order.Chapter four, it mainly explores error causes from the perspective of negative transfer of mother tongue and mistakes in the textbook compilation. We try to explain negative transfer of mother tongue from the three levels of semantic meaning, syntactic structure and pragmatics. The mistakes in the textbook compilation comprise seven aspects: vocabulary is explained in English grammar; there are excessive English interpretations, resulting in confusion; only introduce basic meaning rather than extended meaning; the same-translated words appear in different context, and the distinction is not to be made; translation is not in accord with the meaning of new words; using prepositional group to explain new words; errors of part of speech.Chapter five, according to these error conditions and causes, this thesis raises some suggestions. In respect of teaching materials: pay attention to repetition rate of new words; keep practicing and summarize regularly; add basic meaning or synonym to English explanation. In respect of teaching strategies: imitate example and build sentence, taking note of Chinese polysemous adverbs; highlight element of co-occuring with adverb in light of the teaching method of chunk of language; establish context to understand usage of adverbs; improve foreign language learning and attach importance to English and Chinese contrast.