The Error Analysis On Chinese Existential Construction For The American Students

Chinese existential construction is a typical sentence with obvious formattingcharacteristics which is classified according to the semantic category. It is a long timesince scholars began to research the ontology knowledge of Chinese existentialconstruction, which has gained rich achievements. Compared with this, it is not veryideal that the research of Chinese existential construction is a little weak in the field ofteaching Chinese as a second language. Chinese Existential Construction is a key pointin the teaching field. This article has made a conclusion according to the issues aboutthe definition and classification in the academic community and chooses somecommon points from the research findings as the theory basis for the Chineseexistential construction teaching. On the basis of the achievements existed, this articlestraightens up the knowledge about Chinese existential construction, and analyzes thecause of errors from multi-angle,such as the negative transfer of mother tongue,theovergeneralization of target language and so on. According to this analysis, we putforward some reasonable proposal. The whole article is composed of five parts. Thefirst chapter is the introduction part, mainly about the reason of the topic selection, thesignificance of this paper, the scope, ideas and methods of research and the lack aswell as innovation of this paper by point.The second charpter is the research review. The research status of existential sentencesin Chinese in academic circle is analysised and discussed from two aspects: Chineseontology knowledge as well as teaching Chinese as a foreign lauguage. The review confirmed present research results and pointed out the insufficient. The third chapteranalyzes the errors which emerge during the process of Chinese existentialconstruction learning for American students and classifies the errors into differenttypes. Meanwhile it explains the cause of errors from several aspects: the negative transfer of mother tongue, the overgeneralization of target language, culturedifferences, learning strategies and communication strategies, teachers and teachingmaterials. The fourth chapter propounds some advice to varying degrees, such asteaching sequence, teaching materials and outline, teachers and so on. The fifth chapteris the conclusion part. Through analysis and study of this article, we hope theAmerican students can clearly distinguish English and Chinese similarities anddifferences in the expression of existential sentences in the future learning process,overcome the mother tongue interference consciously and actively, and improve theaccuracy of existential sentences using Chinese, at the same time provide a goodguidance for the teaching of grammar points.