The Error Analysis And Teaching Strategies Of The Advanced Foreign Students In Learning Chinese Idioms

Idiom is a special language system of Chinese vocabulary, is animportant part of Chinese vocabulary teaching, and is also the emphasisand difficulty in teaching Chinese vocabulary. Foreign students in theadvanced stage begin to learn Chinese idioms, and in the process of usingis probably find errors. Now, research idiom errors analysis of Chinese asa foreign language is still in development stage, focus on the type oferrors, the causes of errors and the teaching strategy. This paper mainlyanalysis the type of errors, the causes of errors and the teaching strategyof advanced students in learning Chinese idioms.This article mainly divided into five parts. The first part is theintroduction, and this part expounded the selected topic significance ofthis paper, research status and research ideas and the methods of thisarticle.The second part is the ontology study of idioms. The meaning of theidioms is used in history or the masses handed down rich fixed phrasewith written dense color. The basic feature of idioms include: theconventional nature of history, the whole of the meaning, solidification ofstructure, and national character. And the advanced students acquisitionthe source of the Chinese idioms are analyzed and conclusion. The third part is the advanced students to learn Chinese idiomserrors and causes analysis. Senior foreign students learning Chineseidioms generate errors types have mainly about grammar errors,semantics errors, pragmatics errors and the casual style errors. Then, thegrammar errors contains the syntax functions is not clear, use object is notclear, modified by degree adverbs is not clear and structural auxiliaryword using is not clear; and the semantics and the pragmatics errorscontain unknown semantics, unknown extended meanings, the semanticdeviation, appraise using unsuitable and semantic repetition orcontradictions; and the casual style errors contains object importer use,importer communicative contexts and the term of respect andself-depreciatory expression using uncorrected. Then, the main reasons ofthe errors are different way of thinking and different culturalconnotations.The forth part is solving the errors of the advanced foreign studentslearning idioms. The strategies for grammar errors including structuralinterpretation and error correction practice. The strategies for semanticsand pragmatics errors including explain morpheme, discriminatenear-synonym and telling stories. The strategies for casual style errorsincluding context teaching and compare with Chinese and foreigncustoms. The most important is to pay attention to cultural import role inthe process of avoiding errors. Idioms contains full of Chinese traditional culture, to better helpstudent understand and use idioms, to shed light on the culturalsignificance of idioms. Respectively from the plant and animals idiomsrelated to material culture, traditional Chinese festivals associated withnational culture in idioms, social; etiquette and customs related to systemculture in idiom interpretation.The last part is epilogue, is the generalization and summarization ofthe important research content in this paper. And point out that in theprocess of idioms study Chinese as a foreign language is still existingproblems and the insufficiency. This article is the first exploration for theadvanced foreign students study Chinese idioms errors analysis andcorrect strategies, and hope it can have an in-depth study in Chinese as aforeign language in the future.