Teaching Chinese As A Foreign Language In May Verb Bias Analysis

Modal verb is a comparatively weak point in Chinese research as well as a hard point to foreign students who learn Chinese as a second language. For the sake of making foreign students learn modal verb sooner and better, for the sake of increasing the efficiency of teaching Chinese as a second language and of furthermore mastering the Chinese, we analyze some common problems existed when foreign students are learning Chinese, sum up the patterns of error analysis and study the causes of forming the error, making several suggestions for teaching Chinese as a second language.This thesis is divided into seven chapters:Chapter one: Point out the motives and significance of selective subject, the scope of research and theory and method have been used in this thesis.Chapter two: Look back to achievements that former researchers have got, and they mainly are divided into two aspects, study of modal verb in body language study and in teaching Chinese as a second language.Chapter three: Contrasting Chinese modal verb with anxiliary verb in Japanese and English. The results have shown that, although both of them have anxiliary verb in English and Japanese, many similarities and differences are existed between Chinese modal verb and anxiliary verb in English and Japanese. Knowing about their differences can facilitate the foreseeing of teaching and help foreign students escape from the interference of their mother tongue during Chinese learning.Chapter Four: Survey and statistic. This chapter gives an introduction about the objectives, ways, subjects and contents of survey and the sources of research materials. And then it points out the standard used to judge error phenomina. At last. It lists the results of survey and does some appropriate analysis.Chapter five and six: Classification on the error of the modal verb and explanation for the causes brought these problems. At first, ten common patterns of error have been given through inducing the researched matericals on the modal verb. Second, based oninductive and descriptive methods, this thesis points out the places and the reasons that cause the violation of Chinese correct rules. At last, writer concludes the reasons of errors, such as negative move of mother language, overgeneralization of the target language, disappropriate study strategies, bad influences from other extraconditions and soon.Chapter seven: Several advices of teaching have been made. Focused on the problems and analysis above. The thesis is hoped through the strengthening of theorical research and improvement of teaching practices, to work for reducing the errors appeared on the modal verb and even avoiding them from Chinese learning of foreign students.