The Errors Analysis Towards "Changchang" And "Wangwang" Based On The HSK Dynamic Corpus

The use of time adverbs in modern Chinese is very complicated, which ofteninvolves semantics, syntax, pragmatics and learners’ cognition of Chinese time systemstructure. Especially for the foreign learners, we can imagine how difficulty inlearning."Changchang" and "Wangwang" are two adverbs that are quite similar andboth mean the action or situation frequently occurs. Sometimes they can be replacedunder the meaning remains unchanged or there is a different with the original sentence.Sometimes they cannot replace. Why in certain context "Changchang","Wangwang"can be replace each other and the meaning of the same, and in some context themeaning change after replacement, or cannot replacement at all? What are theconditions of their replacement? What changes will be occurred on semantics afterreplacement.This article analysis incorrect use of “Changchang” and “Wangwang” amongforeign learners according to the51cases of error corpus that contains "Changchang"or "Wangwang" from "HSK Dynamic Composition Corpus". Then the papersummarize the types of errors and the reasons for errors, also making suggestions forsecond language teaching of "Changchang" and "Wangwang" and providing referencefor foreign language teachers in teaching time auxiliary word to better guide theforeign learners to study Chinese time adverbs. It can not only enrich the research ontime adverb of teaching Chinese as a foreign language, can also promote the in-depthintegration of vocabulary teaching and these theory, which further improve thevocabulary teaching theoretical system of Chinese as a foreign language. This paper isdivided into the following five parts:The first part is the introduction. It introduces the research background, content,data sources and research methods, as well as the purpose and significance of thisstudy.The second part is mainly to summarize research of ontology of "Changchang","Wangwang", which points out that previous study focused on the category andsimilarities and differences of "Changchang" and "Wangwang”. Also it analysis error types of "Changchang" and "Wangwang" in "HSK Dynamic Composition Corpus"depends on error analysis and inter-language theorists. Then it finds that the bias of"Changchang" and "Wangwang" of foreign learners can be divided into threecategories, respectively is the misuse, mis-order and mis-adding.The third part explains the error reasons of foreign learners using "Changchang"or "Wangwang" from three aspects that are noumenon research, learners themselvesand teachers.The fourth part puts forward the optimization of scientific teaching methods,teaching materials, and the notice proceeding in process of teaching Chinese as aforeign language, and also explores how to avoid bias.The fifth part is the conclusion that summarizes the right and wrong usage of"Changchang" and "Wangwang" in "HSK Dynamic Composition Corpus", and pointsout the shortcomings of this article, and express the hope that these problems can besolved step by step in the future research.