Error Analysis And Countermeasure Of Middle School Students' Use Of Verbs "to" In The Primary Stage

In modern Chinese “gei” is a high-frequency word, in the teaching of Chinese as a foreign language, it is also an important word. After I consulted a large number of literature data, I found that the language world has carried a comprehensive analysis of “gei” from different angles, teaching Chinese as a foreign language however, the research on “gei” is very little, and only pays attention to the prepositions and senior stage “gei”’s partical usage, ignores the primary stage of commonly used “gei” verb usage, and some people even think that “gei”’s verb usage is very simple, it is very easy for the second language learners to grasp without much elaboration.South Korean students from junior high school start taking Chinese lessons, until high school. According to South Korean primary stage middle school students’ questionnaires, daily conversation, assignments, note corpus, and comprehensive analysis of them about the modern Chinese “gei” verb usage of acquisition and biased errors, found that the students in the practical application of the verb “gei” make a lot of errors. There are six main types of errors, including: redundancy, omission “gei”biased errors and error generation biased errors, preposition redundancy, a mixture of parts of speech, and word order errors. As a Chinese language teachers, we can’t ignore the biased errors made by students, this paper uses the theory of inter-language,errors analysis theory, and the theory of comparative analysis, the cause of errors to conduct a comprehensive analysis and research. The primary stage of South Korea’s high school students usage of the verb “gei” produce errors, there are three main reasons: the negative transfer of the target language knowledge, the influence of the negative transfer of mother tongue and the learning environment, the influence of the learning environment including improper compiling of textbooks, teachers’ teaching problems, and the influence of the language environment.At the end of the paper on the causes of errors, from compiling Chinese textbooks, classroom teaching, Chinese teachers’ training and three aspects proposed the strategy on the solution of the verb “gei” biased errors. Writing teaching material should not only follow the principle of from easy to difficult, conforming to the learners’ cognitive regularity, but also pay attention to contrasts in the difference between mother tongue and target language, identifying the part of speech of thetarget language. In terms of classroom teaching, to clear the primary stage of the verb“gei”’s teaching goal, teachers should according to the primary stage of South Korean students verb “gei” bias analysis and comparative analysis, according to the students in the classroom acquisition target teaching situation of the verb “gei”. In the aspect of a Chinese teachers’ training, it is suggested that if Chinese teachers can master the learners’ mother tongue, they can grasp the students’ learning status better,communicate with students, and create better teaching activities, so as to improve the classroom teaching quality. Chinese teachers also should analyze the characteristics of the teaching object, acquire teaching knowledge, and know “how to teach”.In the second language acquisition process, the bias is a common phenomenon, a systematic analysis of second language acquisition errors produced by learners in the process, cause errors, analysis of second language acquisition law, to the second language teaching has very important significance. This article through to the primary stage of South Korea’s high school students the verb “gei” bias analysis, aims to put forward the corresponding solution strategy, improve the quality of the verb “gei”teaching Chinese as a foreign language, to reduce or avoid the primary stage of students produce biased errors when using the verb “gei”.