An Error Analysis On The Usage Of Associated Words Of Progression Among Senior Stage Foreign Students

Associated words of progression are the most frequency used associated words among foreign students, but because they are function words and have versatility in usage, they are also the inportant and difficult point of Chinese learning. Under the guidance of interlanguage theory, this thesis investigates the errors of associated words of progression among senior class foreign students using the research methods of error analysis and statisitcs.The thesis consists of five chapters. In Chapter 1, a review of researches on associated words of progression in the Study of Chinese Language and Teaching Chinese as a Foreign Language is made, and source of corpus and theoretical basis of this thesis are introduced. In Chapter 2, HSK writing corpus is collected, errors are collectd and analyzed. Results show the error sequence form high to low frequency are:substitution error> Defective components> sequential error> additional error> mix-up error> omission. In Chapter 3, reasons behind these errors are discussed, and are mainly summarized as:due to the complexity of Chinese language and difficulty in mastering target language rules, it is very difficult to master the grammatical meaning and usages of associated words, especially to distinguish the similar associated words of progression; the mistaken phylosophy in compiling textbook ignores the discrimination of associated words; over-dependence on the English translation in texbook compiling has caused interlingual interference; students showed over generalization, simplification and avoidance in learning stratege. In Chapter 4, based on foreign students' learing condition, this thesis proposed some thoughts on teaching associated words of progression. And in the last chapter, it summarized the whole content.