Error Analysis And Teaching Suggestions About Foreign Students’ “Bi” Construction Based On Corpus

“Bi” construction is most common and typical of the comparative sentence in the contemporary Chinese comparative sentences. Due to the characteristics of the complicated composition, many kinds of classification and changeable sentence patterns are combined with influence of the textbook, teachers and foreign students. The sentence pattern error rate of the “Bi” construction is very high, becoming the difficulty of learning Chinese and also the emphasis and difficulty in the Teaching of Chinese as a Second Language. This paper is divided into five parts, it contains introduction, “Bi” construction correlation study, “Bi” construction error analysis, “Bi” construction error reason analysis and teaching suggestions and conclusion. In this paper, two of the most important part is the “Bi” construction error analysis and “Bi” construction error reason analysis and teaching suggestions.The first part is introduction, it was written basing on research background, selection of topics and ideas, research methods, focus and innovation point and the corpus source.The second part is some studies about “Bi” construction. Through the literature, we understand the previous research of the ontological study and the current researching situation of the Teaching of Chinese as a Second Language. In the previous research, the type, definition and development of the “Bi” construction are very rich, but in the study of the Teaching of Chinese as a Second Language,basing on sentence structure of the errors is not common.This paper makes definition of “Bi” construction,on the suitable basis of Teaching of Chinese as a Second Language.The third part is the “Bi” construction error analysis which is the most important part, we count the corpus, based on the corpus statistics, and then emphatically analyzed the error conditions caused by mastering structure unfaithfully. By comparing the corpus and “Bi” construction structure, the types of the error can divide five conditions, it contains the wrong position of “Bi” construction, the former comparison and the latter comparison is not match, the comparison and the comparative conclusion is not match, modifier is wrong and negative sentence is wrong.Through Counting the data from different types of errors,we find that the error of comparative conclusion is the most common error,and it is the difficult point in the future teaching. Though the error of negative sentence is not so much, it has much avoidance behavior. Therefore,it is also the key teaching point.Through the data statistics about error condition, we find out error tendency of overseas student with different language background, at the same time, for different stages of the foreign students learning “Bi”construction are analyzed. we find that the different level of the students is different, the error made by foreign students from junior to senior shows increasing and then decline generally. By analyzing error, we know the students’ learning characteristics of "Bi" construction and their learning disabilities more clearly.The fourth part introduces the error reason of analysis of “Bi” construction and some teaching suggestions.Through classifying the types of errors and the interviewing teachers and overseas students, this paper solve the problem of Teaching of Chinese as a Second Language more directly and more factually. This paper analyses the reasons in three aspects: First, analyzing the position of “Bi” construction from the text,new words, grammar and practice,it can find out the problems on teaching material settings. Second, through interviews we can understand the teacher’s teaching progress and teaching steps. Third, through interviews we can get the students’ learning situation in the progress of learning “Bi” construction. According to the situation of the corpus errors and the cause of the above analysis, we summarize the other authors’ teaching experience and presenting suggestions in three aspects. First, teaching material should follow the outline requirements and the acquisition of Chinese order. It should set teaching objectives and teaching content, and set reasonable works after class,as well as effectively check and review. Second, in terms of teachers, they should compare the outline before teaching. Teachers should set scientific teaching sequence and reasonable instructional objectives,clean the key points and difficult points. In the content of courses, should compare to similar patterns of similarities and differences,use practice to effectively decrease the confusion and mix of sentence pattern.Third, as for students,they should pay more attention to grammar, to avoid mistakes in using “Bi”construction.In the daily life,students should do more practice and pay attention to the impact of negative transfer of mother tongue.The fifth part is the conclusion,which is summarizing the main views of this paper.