A Research On Acquisition Errors Of Directional Words Of "Shang" And "Li" Of International Students

International students’ course is divided into five levels in theteaching outline of "International Curriculum for Chinese LanguageEducation", the directional words of "Shang" and "Li" are located inthe second goal. What’s more, the word of "Shang" is on thetwentieth for its frequency being used in the list, which have1500high-frequency words in the common Chinese, while the word of"Li" is on the thirty-fourth, we can see that the two words are usedhighly in our daily life. However, the inter-language corpus showsthat students often get confused about them, such as the followingtwo cases.*I have seen in the "People’s Daily" about the farmers in Shandong.*they put a large amount of small ducks on the field."(From the HSK corpus)Two cases come from the international students who mademistakes in use of direction words on "Shang" and "Li". In themodern Chinese system, the meaning of them differ from eachother, the basic meaning is relatively unchanged, but in somecontexts there exist intersection points which native Chinesespeakers will not make errors in this kind of expressions. Based onthe statistics, we found that there are large numbers of problemswhen the International students using the directional words of“Shang” and “Li”. And what’s more, the “intersections” and“selectivity” of the two words have not got enough attention whetherit is from the ontology research or in the field of teaching Chineseas a foreign language. Quite a lot Chinese textbooks simply put thedirectional words of “Shang” and “Li” in the vocabulary list, togetherwith the teachers’ less explanation, the International students donot have enough language learning environment to generate thecorrect sentences, in that case, they could not have a good understanding of how to use them properly in daily life. It isdeveloping into a meaningful problem worthy of study.This article mainly analyses the directional words errors of “Shang”and “Li” of the International students from the HSK dynamiccomposition corpus, and it is divided into three parts.The first part: Based on the data from corpus, summarize thetypes of errors when the International students using the words“Shang” and “Li”, and analyze the various types of errors byapplying the related ontology knowledge. So we can have a clearpicture about the specific types of errors the students prone tomake, this section should also be on the top of the teaching goals.The second part: According to the types of errors we know in thefirst part, analyze the causes of these errors, and trying to putforward the solutions.The third part: Put forward the detailed suggestions about thedesign of teaching and the regular pattern about the two words “Shang” and “Li” so as to make them easier to teach in the future.