An Analysis Of The Errors In The "Times" And "Times" Of The Students' Motivation In Laos

Since the interlanguage theory was put forward last century, it has been widely applied in the second language teaching area. Meanwhile, the error analysis covered the shortage of the comparative analysis to some extent. Although it was not a long time since introducing the interlanguage theory to the second language teaching area, more and more teachers who teach Chinese notice that the forming and developing rules of learners’ interlanguage system in their teaching practices as the deeper investigating of the teaching contents and method, and with the development of the TCSL (teaching Chinese as a second language). As an intricacy and a main point in Chinese teaching, the quantifiers catch people’s eyes on them. However, most research focuses on the acquisition of noun quantifiers, and few on the verbal quantifiers. Besides, being an important part of the overseas Chinese teaching, the study of Chinese education is not enough compared with the TCSL.Base on the situation of using Chinese of the students in Laos Pakse Chinese School, we found that some errors existed while the students using the verbal quantifiers. Therefore, a questionnaire was developed for getting the first hand resources of using "次" and "遍" by the students, both of which mean "times". By sorted out the types of the errors, we found that there were four main types of errors:miss using, miss adding, omission and mis-sequence. After analyzing the language materials and comparing with the corresponding words in Laos, the main causes we conclude mainly on the three aspects:the excessive generalization of the Chinese grammar rules, the negative transfer of mother tongue and the impacts of the learning environment, etc.Finally, the present study offers some suggestions for teachers by combining of the concrete situation and the teaching materials. In addition, teaching plans designed for teaching "次" and "遍" in different grades are attached in the appendix.