The Acquisition Research On Modal Adverbs In Teaching Chinese As A Second Language

Chinese adverb is a word more complex. As a small class of adverbs, the modaladverb still exist many differences in definition, meaning and function. This increases thedifficulty of modal adverbs in teaching Chinese as a foreign language. In recent years,domestic and foreign scholars have done a lot of research on the acquisition of Chineseadverbs and error analysis. They have made a series of achievements. But the modaladverbs research in the second language acquisition and error analysis is rarely.In order to make up the shortage of this research field, with the modal adverbs inOutline of Vocabulary as the study object, based on the corpus in "HSK dynamiccomposition corpus", in this paper, we will research the quantitative and qualitative analysisand the acquisition of foreign students.Using the method of data statistics, the paper will discuss foreign students’ acquisitionresearch of the modal adverb, analysis of error types, discussion on the causes of errors andforeign language teaching strategies and so on. Through the analysis of the usage counterand error rate during the using of modal adverb, we find that when foreign students acquireChinese modal adverbs,there exist some difficulties and the problem of under-use.Theclassification of modal adverb is also challenged. With the specific bias examples as basis,we divide the error types into four types: mission, addition, replace, wrong order. Wediscover that the replace error is the most common type. Based on the research ofacquisition process and the analysis of error types, we think that the reason of errors consistof negative transfer of mother tongue, avoidance strategy,the influence of language learningenvironment and so on. Based on this research, the paper consider that, in the internationalchinese teaching of Chinese modal adverbs, we must pay attention to synonym teachingand word order teaching.We can use varieties of methods of teaching to train the students’language sense, such as context teaching and chunk teaching.