Based On Teaching Chinese As A Verb Copy Sentence Error Analysis And Teaching Strategy

Verb-copying sentence has been developing for a long time and is used frequently in Chinese. The basic structure of verb-copying sentence is S+V+O+V+C. This pattern is short and pithy by combining the verb-object construction and verb-complement construction. Besides, this pattern conveys the meaning instead of using two simple sentences, reflecting the economic principle of language. In addition, this pattern can show speaker’s stressed intonation in pragmatics which is a strong practical value. However, although this sentence has been taught already, it is still easy to notice the error by analyzing and researching the error sentences caused by a large number of international students. In order to facilitate Chinese teaching and achieve Chinese communicative goal, I do the research on verb-copying sentences, the most wrongly used sentences. I hope my dissertation can attract more attention from scholars to do the research on verb-copying sentences especially the pattern teaching.This dissertation mainly focuses on the error by analyzing "HSK dynamic Corpus", collecting the questionnaire and chatting with the students to induce the verb-copying sentence to check whether they can use this sentence correctly. What’s more, I summarize the type of error and the reason why the students make such mistakes. Based on it, I propose some teaching approaches to deal with the error. This paper will be divided into seven parts as follows.The first part is an introduction part including topics, purpose, methodologies, significance and the innovations of this dissertation.The second part focuses on the current research of the verb-copying sentences and finds that acquirers often tend to use sentence "Ba construction" instead of verb-copying sentence. Therefore, it is important to compare the verb-coping sentences with "Ba construction".The third part mainly stresses on students acquisition about verb-copying sentences. In order to find the implied reasons, it is necessary to research on the textbook, grammar book, exercise book and the questionnaire.The fourth part is about the type of error sentences. Based on the error analysis theory and Interlingua theory, I summarize the three types of verb-copying sentences that is avoidance, omission and the misuse. Forty percent of students try to use two simple sentences instead of verb-copying sentences for they do not know this pattern at all. Besides, thirty percent of students omit the key verb or the mark word. What’s more, thirty percent of students misuse the verb, object, mark word or even use the other pattern instead. In conclusion, the acquirers lack in the knowledge of structure, semantic and pragmatic of verb-copying sentences.The fifth part focuses on the implied reasons of misused verb-copying sentence and then proposes teaching approaches. In fact, we should notice that the error occurs because of the fault from the text and teachers rather than the students themselves. Therefore, I propose four teaching approaches about verb-copying sentences according to the theory of the second language acquisition, teaching methodology and my teaching experience.The sixth part is a summary part which states the outcome and significance of the research and proposes five suggestions towards pattern teaching. Pattern teaching is supposed to focus on the syntax, semantics and pragmatics and should never neglect one aspect. I hope this dissertation could make some contributions to the pattern teaching.