A Study On The Use Of Chinese Adverbials By Foreign Students In The Primary Stage Of Classroom Discourse

Adverbial is a very important Chinese syntactic component and its errors are easily occurred in the process of students’learning grammer. In this paper, we focus on the initial stage of foreign students. Based on previous research of the adverbial, the adverbial is first divided into9categories and20classes.We compare100,000-word of spoken corpus of foreign students with the native speakers to see the use of various types of adverbial. The results showed that foreign students have a different situation with the native speakers in the use of various types of adverbial. Native speakers are much higher than foreign students in the use of time adverbs, repeated adverbial, adverbial associated with the role played and adverbial which describe the action. Foreign students can be speculated that these types of adverbials have avoidance tendencies. The types of errors of foreign students can be classified as omission errors, wrong order, error plus and redundancy. Most errors occur is missing, there have been307cases of it. Wrong sequence (190cases), error plus (122cases) and redundancy (111cases) is in the order to reduce. Use case analysis showed: Foreign students prone to bias the following adverbial ingredients:adverbs, prepositional phrases, adverbial center sign, adverbial mark word "de" and so on. Teachers should be refined to explain this in the actual teaching. The article also describes the specific situation of various types of bias adverbial, and listed the examples of each subclass detailed example of bias analysis of adverbial. The study found that the total rate of all types of adverbial bias is10%, which is not too high, indicating that the overall acquisition of foreign students in the primary stage of adverbial use is good. In addition, this paper comes to the acquisition order of all kinds of adverbials in two ways,"the proper use of the relative frequency method," and the correct rate of all types adverbial. We also combine the comprehensive adverbial usage of native speakers in this process. Based on the results, we study the syllabus and teaching materials for the setting of adverbial grammar points. Then we analyze the similarities and differences of the order of adverbial type and arrangement of the language in syllabus and teaching materials and compare with the students performance and the hierarchical order. At last, we give teaching suggestions.