The Error Analysis And Teaching Research About International Students’ Acquisition Of De And Le As Modal Particles

Modal particle is a particular kind of empty words which expressed in tone, for international students in the process of learning Chinese, the use of modal particles is easily neglected. De and le because of they are modal particle and auxiliary entangled..both teachers’ teaching and students’ learning have some problems and difficulties, this paper takes 97 errors selected from Beijing language university HSK dynamic composition corpus and 94 errors from Anhui university of international education departments as the research object, explore the Types of errors, Bias frequency, causes of errors of "de" and "le" as a modal particles. Then, on the basis of it to carry out classroom teaching practice。 summed up the useful Suggestions about teaching, thus provide a reference for the teaching practice of modal particles.Framework of the paper is divided into five parts, the corpus collected and systematic analysis of errors to the organization and implementation of teaching practice, to know the whole process of students learn Modal particle de and le from multiple perspectives. thinking about how to overcome common errors, Obtain good teaching effect. The introduction explained the main topic of the origin, purpose, significance, research ideas and research methods. briefly described importance and necessity of de and le as modal particles.The second part is the literature review starting from two aspects of the study of Chinese and the study of Chinese as second language. provide theoretical support for this article; The third part is error analysis based on partial corpora and used bias corpora from HSK and AHU to study, summary, classify and induce of it. Summarize and to found the main types of errors are omit, unnecessary. misuse and error using a fixed match. the reasons related with language migration, communication strategy, the aspects of education and other relevant factors; The fourth part based on results of the third part,for the instructional design and practice, designed questionnaire to assess the effectiveness of teaching and reflection. explore from two parts of students’ Learning and teachers’ teaching to sum up experience, to find the causes and improvement measures. According to feedback of teaching to find useful teaching strategies for de and le as modal particles. The fifth part of the full text summarized description.This paper uses the error analysis method, questionnaire method, teaching practices method and other methods, mainly draw the following conclusions:Firstly, the students learned modal de and le in line with the general laws of learning. From beginner to intermediate and then advanced, not only the frequency errors was gradually decreasing, but also the type of errors changing less, indicating that students learn de and le as modal particles is a process of gradual accumulation.Secondly, the primary stage of the students learned basic usage of de and le as modal particles, The most likely to omission errors. Junior and Middle Stage Acquisition a set phrase of de and le as modal particles, such as "is......de", misuse is more common. Advanced stage study le as modal particles some of the more complex usage, unnecessary errors of le as modal particles is more prominent. Of course, the various stages of each type of bias are involved, but he degree of involving have some differences.Thirdly, through classroom teaching practice we can found that le as modal particles’acquisition compared with de as modal particles is more difficult for international students. This is because le as modal particles’usage is more complex, especially le as modal particles represents usage of the situation changes for foreign students is not strong-enough, which is the difficulty of a teaching.For the above conclusion, this paper presents some teaching recommendations: The first, with a gradual approach gradually deepening. the primary stage of emphasis on language training, lay the foundation, and then gradually increase the difficulty after the student’s learning. Secondly, using a variety of teaching methods, targeted speaking practice. Sentence practice is an effective way, while teachers should adopt a targeted approach based on teaching Chinese students learning levels and other specific circumstances. Third, the creation of language environment, class after class interactive exercises.