The Valenle Analysis Of Quasi-Bivalent Verb Based On Errors And Teaehing Chinese As A Foreign Language

Teaching verbs has always been an important and difficult part in the process of Teaching Chinese as a Foreign Language. Chinese verbs can be divided into different categories from different points of view. According to valence grammatical theory, the verbs can be divided into Monovalent verbs, Bivalent verbs and Trivalent verbs. There is a special kind of verb in Chinese. Similar to Bivalent verbs, they must have two semantic components, one of which can only be guided by preposition in the position of adverbial but not be located after verbs as an object. We call them “quasi-bivalent verbs”, though quasi-bivalent verbs’ range is relatively closed, the quantity is also not much, they require all the linguistic elements participate in together in the aspect of semantic, and is a part that foreign students always made mistakes. Currently, there are not many studies of quasi-bivalent verbs, and even less in Teaching Chinese as a Foreign Language. So, we are preparing to study them systematically from different points of view. This dissertation is studying the quasi-bivalent verbs in< Chinese Proficiency Vocabulary and Grade Outline of Chinese Characters >,combined with the corpus in Beijing Language and Culture University students HSK composition corpus, summarizing the error types that foreign students always made. Analyze the quasi-bivalent verbs in the base of Error Analysis theory. At last, proposing teaching strategies both in teaching and compiling teaching materials.This dissertation involves five main parts as the follows.First, it discusses why I choose this topic, the overview of current studies, study methods, theoretical basis and the sources of corpus.Second, analyzing the errors of quasi-bivalent verbs, summarying the error types mainly consist of four kinds: errors associated with the preposition, errors associated with the dative, errors associated with the verbs and errors associated with the role of non-core’s semantic position,finding the reason based on error analysis. And this part is the most important part that we focus on.The third is quasi-bivalent verbs’ valence analysis based on the error analysis in the second chapter, this chapter analyze the relationship between quasi-bivalent verbs and their corresponding preposition, and the location of dative, which also analyze the synonymic verbs of different valence and the existence of dative of quasi-bivalent verbs.Fourth, teaching strategies of quasi-bivalent verbs, to propose some advice in aspects of compiling teaching material and teaching class. This part is another important part which we discussing, and is also the most innovative part.Fifth, to summarize this dissertation.