An Analysis Of The Deviation Of Object Prepositions In Teaching Chinese As A Foreign Language

Function words have played an important role in teaching Chinese as a foreign language since long before. Prepositions, as a kind of function words often used in Chinese, act as key points in this teaching process. And among all kinds of prepositions, object class prepositions are difficult for foreign students to understand and master. On one hand, object class prepositions are the kind of prepositions with the largest number and the most complicated syntactic and semantic functions. The so-called object contains action-pointing object, collaborating object and so on, which means there are several categories of semantic meanings in this class of prepositions and there are subtle differences between these prepositions. Therefore, there exists a kind of complex relationship between different object class prepositions. On the other hand, the teaching material and the teaching methods also have great influence for the foreign students on the understanding and use of object class prepositions. So the analysis of foreign students’ errors in using object class prepositions not only can help students acquire and master prepositions but also can further improve our understanding of the existing system of teaching Chinese as a foreign language.With the help of corpus statistics, this thesis analyses the foreign students’ acquisition of Chinese object class prepositions on the basis of the language acquisition theory and errors analysis theory. It studies the errors made by foreign students when they use object class prepositions, inducts several types of errors and finds out some reasons for these errors. In addition, according to the types of error inducted, the author puts forward different teaching strategies, intending to reduce the errors when students learn this kind of prepositions so as to provide a more scientific forecast for the future teaching.