Bias Analysis Of Adverbial Word Order For Chinese Learners Of English-speaking Backgrounds

The author researched the Beijing Language and Culture University Corpus-ofHSK dynamic composition bias data for statistics and found in many type of bias ofword order errors appear most frequently. While in the adverbial word order errors,word order errors are for the largest proportion. However, the number of the researchliterature of the bias analysis of adverbial word order for English speakingbackgrounds Chinese learners is too small. Therefore, I select Chinese learners ofEnglish-speaking backgrounds adverbial word order error analysis as the object of thisarticle. This study is based on the HSK dynamic composition corpus. We collected thestudents of the United States, Britain, Australia, New Zealand, Singapore and Indiabias corpus142. This article using S.P. Corder’s Error analysis method, this studyconsists of three parts:Part1: Bias the type of description and analysis. I have a detailed classification ofthe type of bias corpus and bias characteristics of each type of detailed description.First bias is divided into individual adverbial word errors and a number of adverbialword order bias two categories. In the first category, I further divided into adverbialand Head reversed, adverbial and complement misplaced adverbial semanticsjurisdiction refers to the error of three sub-categories. Adverbial complement thedislocation subdivided into general adverbial and complement dislocation and theprepositional phrase adverbial complement dislocation two types. Adverbial semanticjurisdiction error subdivided into restrictive adverbial semantic scope of errors anddescriptive adverbial semantic point error two categories. In a number of adverbialword order errors for a class, I divided into adverbial of the regular sequence numberof bias with non-normal order of a number of adverbial bias two categories. Part2: bias causes. I have lead to bias arising from factors summarized as thefollowing four points: the first one is the characteristics of the Chinese word order. Theword order is very important in Chinese syntax means and at the same time assumedthe function of the semantic representation and rhetoric, Chinese word order is verycomplex, especially in adverbial word order is more complex and flexible. The secondone is negative transfer of mother tongue. Negative transfer run through the secondlanguage acquisition process, particularly in its early stages. Different language typeand modes of thinking has led to both English and Chinese language had a big numberof differences in the adverbial word order, syntax projects. Learners are often ignoredin the study of the importance of comparative analysis and the differences of theadverbial word order between the two languages which can easily lead to bias appear.Negative transfer of mother tongue is the important reason for the bias generated. Thethird one is the learners’ translation expression strategies. The initial stage of learnersin learning will always borrow the translation type expression strategy to complete thesentence. The direct translation of the target language learners use their mother tongue,the interference effect of the negative transfer gradually exposed, leading to biasappear. The forth one is learners to master the target language grammar is not accurate.This includes the effect of teachers’ classroom teaching and textbooks mislead learnersto master the target language knowledge is not sufficient and other factors.Part3: proposed teaching suggestions. The author from three levels of teaching,teaching materials and methods of teaching suggestions for adverbial word order: thefirst one is step by step, hierarchical, targeted teaching. Classroom teaching the TCFLthe way, we should pay attention to the importance of the teacher and classroomteaching. At this point, I asked the beginner, intermediate, advanced three differentteaching phase of the teaching focus. The primary stage should focus on the teachingof the basic word order in Chinese，the intermediate phase focuses mainly on theteaching of a number of adverbial word order. Advanced stage focuses on thenon-normal word order of teaching, focusing on the develop learners’ sense of Chineselanguage. The second one is emphasis on the contrast, the preparation of teaching materials targeted. Textbooks for the learners the importance of self-evident, we shouldbe included in the comparative analysis of the contents of textbooks, the use oflearners’ comprehension and language acceptable to the preparation of teachingmaterials. The last one is entertaining, lively and interesting teaching methods. Gameelements into the classroom teaching, and mobilize the learners’ classroomparticipation.