A Study Of Variable Interval Time Adverbs On Teaching Chinese As A Second Language

There are such an issue in the Teaching Chinese as a second Language and research process that many foreign students who are beginning and intermediate Chinese language level of learners often appear confused for how to properly chosen a certain time adverbs. In general, students have two aspects of confusion: Firstly, the semantics of Chinese Time Adverbs are similar, but uses a lot of other synonyms, they do not know how to choose the correct one. Secondly, the usage of adverbs of time are more complex, they do not know how to use .Therefore, there are a lot of biased errors in the essay.In this paper, Time adverbs are divided into two types of regular and irregular in the A, B grade words of HSK Vocabulary and Chinese characters Outline class, by reference to Lu Jian ming, Ma Zhen ("adverb of time"," An Essay on the Modern Chinese Function Words," 1985)'s criteria about time adverbs what's more, the variable interval adverbs are classified as different classes, according to the semantic relationship between the variable interval adverbs and movement and the differences in syntax, semantics, pragmatics about associate time adverbs are compared ,the last but no least , anlayzing the Beijing Language and Culture University HSK Dynamic Composition corpus words with these time-related corpus and the biased errors when the foreign students learn and apply such these words, the main biased errors are as followsâ‘ the phenomenon of missing words and wrong word for haven't been paying attention with words echoed between the components,â‘¡the word order biased errors arise from haven't been noting that the position of adverbs in the sentence,â‘¢the Missing words biased errors arise from haven't been aware of the choice of context on the relationship between adverbs of timeâ‘£the Mix biased errors arise from haven't been noticing he differences in semantics, pragmatics nuances about associate adverbs. The bias errors generated by many reasons. Such as the influence about negative transfer of the mother tongue, the reasons for interpreting the words in foreign language teaching materials, the reasons for Teaching Chinese as a second Language. Summarizing and analyzing these biased errors can not only help us better understand the use of time adverbs, but also can guide the foreign language teaching practice and promoting the students raise the level of Chinese.