Error Analysis Of The Number Of Chinese Expression And Teaching Design About Ecuador Students

In the Chinese International Education classroom, the expression of the number occupied an important position, almost each of the chapters in every Chinese textbooks are involved in the expression of the number. I have been more concerned about the differences between Chinese and Spanish expression of number, practice location happens to be Spanish-speaking country in South America, Ecuador. In the process of teaching Chinese language, I found that it is prone to bias when students use the expression of Chinese number in the practical application. Therefore, this article start with the comparison of Chinese and Spanish expression of the number, error analysis performed several Chinese expression, hoping to provide some effective teaching experience for the expression of Chinese number.This paper discusses the problem of Chinese expression number, involving cardinal expression, ordinal expression, year, month, day, week, part-time, "two" and the expression "two" and quantitative phrases.First of all, the author analyzed the number of Chinese and Spanish expression of these four aspects to predict the errors made by students may produce, and then verify that these errors do exist in teaching through investigation, come to the conclusion that by two types of errors, grammatical differences and psychological factors, further analysis of the reasons for errors were negative transfer of mother tongue, the target language rule generalization, teaching errors and differences in psychological factors.Aiming at the problems of students, after I repeatedly thought,through actual teaching environment- Amazon Chinese University classroom, designed instructional design practical expression of Chinese number.