The Error Analysis And Teaching Strategies Of The Near-Synonymous Monosyllabic And Disyllabic Verbs With The Same Morpheme By Foreign Students

The teaching of the near-synonymous monosyllabic and disyllabic verbs with the same morpheme takes a very important role in the teaching of Chinese as a foreign language. The paper chiefly calculates the specific usages and errors of 183 groups’ near-synonymous monosyllabic and disyllabic verbs with the same morpheme from “Level of Chinese vocabulary and Chinese characters outline level” by combining the “HSK dynamic Composition Corpus”, and picks out 30 groups near-synonymous monosyllabic and disyllabic verbs with the same morpheme which have more high frequency of using and error. Then the paper analyzes the types and the reasons of the errors which are made by foreign students from Japan, Korean and ASEAN countries by combining the quantitative and qualitative analysis methods and theory of error analysis. Finally, the paper proposes some teaching strategies about the near-synonymous monosyllabic and disyllabic verbs with the same morpheme based on the analysis. The paper is divided into five parts.The first part is the introduction, which describes the reasons of the selection of this study, current research, research objectives and methods, and the illustration of the basis of the selection of the words and the methods of the text selection.The second part is about the error analysis of the near-synonymous monosyllabic and disyllabic verbs with the same morpheme in which we presents the numbers and proportions of the every type’s errors on a graph, and discovers most of the errors distribute among the meaning, collocation and syntactic function, and the error’s percentage on syllable aspect, negative usages, style color and the part of speech is small. Besides, there are two or more errors’ cases in one group monosyllabic and disyllabic verbs or in an example of error.The third part chiefly analyzes the reasons of the errors. We find that the chief factors of errors which are made by foreign students from Japan, Korean and ASEAN countries included lack of Chinese language sense, negative transfer of mother tongue, the characteristic of the near-synonymous monosyllabic and disyllabic verbs with the same morpheme, the impact of classroom teaching and the characteristic of dictionary definition.The fourth part is mainly about the teaching strategies on near-synonymous monosyllabic and disyllabic verbs with the same morpheme. Firstly, we discuss the classroom teaching of the near-synonymous monosyllabic and disyllabic verbs with the same morpheme. It included three aspects. The first is explaining the meaning and the usage of the words through morphemes and contexts. The second is discriminating the usages of the words through examples of correct and incorrect. The third is reinforcing the use of the words through target class exercises. Secondly, we propose that it can improve the Chinese language sense by increasing the input of the language material in and out of the classroom. Lastly, we think it is necessary to compile a dictionary about the near-synonymous monosyllabic and disyllabic verbs with the same morpheme.The fifth part is the summarization of the full text. The difference of the near-synonymous monosyllabic and disyllabic verbs with the same morpheme among syllable, meaning and usage is very complex. And it is also one of the difficulties of foreign students to learning Chinese. The paper is intended to provide some basis of theory and method for the teaching of the near-synonymous monosyllabic and disyllabic verbs with the same morpheme and help foreign students to learn this kind of words through proposing some strategies in teaching based on analyzing the types and reasons of the errors.