The Italian Students Of Chinese Prepositions Learning Bias Analysis

In this paper,under the guidance of interlanguage theory,we use the questionnaires and HSK corpus to obtain corpus.With the general rules of learning Chinese characteristics of Italian students,combined the findings of learning Chinese preposition analysis of errors. On the basis of error analysis, summarized the main error types, the most common preposition phenomenons that Italian students made,the causes of error analysis on prepositions and put forward some suggestions for teaching from different perspectives.In the introduction section, we first stated the related research of preposition errors,then describes the meaning and value, theory,research scope and the methodology of this paper.The first part describes the preposition errors conditions in two parts: the collection and the types of preposition errors analysis; with the modern Chinese rules , analysis errors for each type of preposition errors. Summed up four types of mistakes on prepositions for the Italian students are : missing, redundant, wrong order and the misuse. Among them, the misuse of prepositions is the largest proportionThe second part,according to Cui Xiliang in the"Characteristics of Chinese Preposition Acquisition and Error Analysis of European and American students"the article statistics based on the frequency use of prepositions for the Italians, selected three most frequently used preposition errors of analysis of Italians,that is,"in,with,,from". Through case analysis, the Italian preposition that has different means is the main reason for such preposition errors.The third part,for the analysis of errors, we discussed the main reasons: the impact of negative transfer by the mother tongue; the restrictions for students to grasp the knowledge of the target language; by the lack of teaching guide; by learning styles, communication methods, learning attitude; by the impact of textbooks and reference books and more. Among them, the negative transfer of mother-tongue and the lack of teaching guide are the main reasons.The Conclusion part from different perspectives put forward a number of targeted teaching strategies, including five parts: the positive transfer effect use of mother tongue ; teaching with the comparative between Chinese and Italian languages; strengthen the teaching guide; enhance research of learning and teaching materials;improve Chinese language learning strategies of the students.