Error Analysis And The Teaching Strategies On Comparative Sentences In Teaching Chinese As A Foreign Language

The comparative sentence is an important part in Chinese grammar. The error rate is also very high when students use the Chinese comparative sentence. In order to make foreign students learn the comparative sentence better and improve the efficiency of teaching Chinese as a foreign language. This thesis is based on the achievements of Chinese comparative sentence, combine with the Second Language Acquisition theories and Error Analysis theories. Thoroughly analyze and comb the patterns of errors. Then according to the analysis of errors, gives some suggestions for the teaching of the comparative sentence.This thesis composed of four parts:The first part is introductions, points out the motivation and significance of the topic, including the methods and the range of the research.The second part is based on corpus in contemporary Chinese language, discusses the types and characteristics of the comparative sentence. Types with three perspectives: syntactic, semantic and pragmatic. The analysis of characteristics is from two angles: structural characteristics and pragmatic characteristics.The third part collates and collects corpus in HSK Corpus and teaching process. According to the error corpus, summarized the error types when students use the comparative sentence, from four aspects: comparative objects, marks, results and methods. Then analyze and discuss the causes of these errors.The forth part focuses on the error conditions and analysis above. The thesis gives some advice of teaching the comparative sentence from teaching methods, teaching strategies and teaching materials.