Study On Chinese Idioms Errors Of Foreign Students

In Teaching Chinese as Second Language, idiom teaching is always difficult. Theidiom is the essence of the Chinese language: the large number of special structure,complexity of content, wide variety of sources, so study up is a certain degree ofdifficulty. The correct understanding and skilled application Chinese idioms is one ofthe ways that foreign students truly master the Chinese language essential. Until now,however, idioms teaching is not be attracted enough attention, its studies areinadequate, a lot of students learning idioms that have fear of hardship, whicheventually led to the idiom of teaching and learning of the status quo is notsatisfactory.This paper starts from the study idioms errors of the HSK Dynamic CompositionCorpus, summed up the advanced stage of students in language learning idioms to usethe type of errors, summarizes corpus idiom errors characteristics, further explainedthat the foreign students idioms errors causes, the idiom teaching situation.The paper is divided into five chapters:The first chapter introduces the cause of the study that the foreign students ofusing Chinese idioms errors in the corpus, the significance of the study, the maincontent of the study, the status quo of the current idiom teaching and research.The second chapter as the main part of the full text, firstly classified analysis theHSK Dynamic Composition Corpus idioms, be roughly divided into three types,namely, the errors of the form and structure, semantic errors, syntactic function errors.Among them, the semantic errors have been specific analyzed; its manifestations aredivided into five: semantics unidentified, semantic repeated, semantic contradiction,semantic deviation, semantics emotions error. In addition, this chapter also summarizesthe characteristics of the corpus idiom errors.The third chapter discusses the idiom errors causes, which are the basis on the error analysis of idioms type. The idioms error exists because there are the followingaspects: idioms structure; the idioms complex cultural connotation; the effect of idiomsteaching; the combined effects of impact, outline, language testing and tool.The fourth chapter in the current idiom teaching situation, combined with theprevious chapters on the analysis of the causes of errors and type of errors, the authorfrom two aspects of teaching methods and content, gave some suggestions on theteaching of Chinese idioms.The fifth chapter is the conclusion part of the inductive generalization discussedby the full-text content.