Error Analysis In Using Chinese Time Adverbs Of Thailand Students

From the perspective of teaching Chinese as a foreign language,time adverb is quite difficult to teach and to master as a small class, alsois a difficult point. This is mainly due to the collection of time adverb istoo complicated. It has semantic ethereal, almost every adverbssyntactically has its own characteristics, and use of changeable; not onlyin large quantities, and many are different semantics and similar usage.Such as "Yi jing、 Ceng jing" shaped nearly;"Ma shang、 Li ke"righteousness is nearly;"Yi xiang、Xiang lai" the form and meaning arenearly. Similar would be easy to mistake, will be told how to distinguishbetween similar; But, to tell me the differences and relations betweenthem is not an easy thing, because also cannot provide sufficient resultsontology research. Research on Ontology grammar, function words andsentence patterns are valued; adverb, generally as notional word, thedegree of attention on poor ones. The achievements in this aspect especially can be used for teaching Chinese as a foreign language isseldom. No study results support the teaching effect will be greatlyreduced. At the same time, the need of teaching is the power to promoteontology research. The ultimate meaning of the ontology researchservices at the application, and teaching Chinese as a foreign language isan important application field. So the research on ontology is tounderstand what is needed in application field. Teaching field questionstriggered the emphasis of the study of the body, and then the body ofresearch results into teaching achievement, this process should be abenign cycle. Based on this idea, this paper investigated the time adverbsof Thailand students’ errors, and do some research, analyzes the causes oferror, provide useful suggestions for the Chinese time adverbs teaching.Taking the HSK outline of China [higher]", a, b, c, d four levels thetime adverbs in the vocabulary as well as the institutions of higherlearning foreign students Chinese language and the professional syllabus"(one to four grade) the vocabulary selected37with research scope ontime adverbs, with80sophomore students in Thailand’s Chiang Rai Royal University Chinese professional as the research object, through thecollation and analysis of the questionnaires and collected the composition,the errors is divided into four categories: omission, wrong order, add, thewrong choice. Through the analysis, resulting bias mainly due to: thenegative transfer of native language, target language negative transfer,errors in the teachers’ teaching(this is related to the weak of ontologyresearch), and teaching material factors(this is also related to the weak ofontology research) and so on.Finally, this paper discusses the teaching methods of Chineseadverbs of time, and recommended teaching strategies near-synonyms thetime adverbs Discrimination (see the first section of the fifth chapter), atthe same time, also puts forward some Suggestions for the preparation ofChinese as a foreign language textbook (see the third section of the fifthchapter).