An Analysis On The Foreign Students’ Acquisition Error Of Chinese "le"

In Teaching Chinese as Foreign Language,“le” including its first and second type isnot only the key but also difficult point. The Syllabus for Chinese Majors for ForeignStudents in Colleges and Universities requires that foreign students shall learn and masterthe use of “le” during their first year of learning. However, the acquisition of “le” byforeign students is often accompanied by many problems. Even if they achieve a certainlevel in Chinese learning, the misuse of “le” still exists. In which aspects are theseproblems likely to occur? How come? And what kind of strategies should we adopt duringteaching and learning? The above questions are what this article is going to discuss.The Chinese character “le” is characterized by complexity and abstraction whichmake itself a hot spot in the research of linguists’. The exploration related to it is alsoconducted by more and more scholars. Till now there are various researches related tomisuse during foreign students’ acquisition of “le”, however, not many have focused onforeign students’ misuse via full observation, description and analysis. Therefore, thisarticle employs the foreign students respectively at beginner’s, medium and advancedlevels as testers. It collects the language material via exam paper analysis andquestionnaire and finally gathered236cases of misuse. In the meanwhile, based onmisuse categories proposed by Lu Jianji, it summarizes5main categories with10sub-categories of misuse, namely omission, mis-added, mis-replacement, wrongsequence and others. By employing statistical analysis in the form of data and graphs,this article further discusses the main reasons of misuse and gives teaching adviceadoptable during different phases of teaching. It also studies the teaching contents relatedto “le” in Chinese Course text book and, based on the feedback form foreign students,gives its advice on compiling.