The Error Analysis And Teaching Strategies On "AND" In Teaching Chinese As A Foreign Language

“AND”is a simple monosyllable word in Chinese language.But during the class of teaching Chinese as a foreign language,teachers found that foreign students frequently make mistakes in learning or using “and”.The thesis focuses on this function word,taking the errors made by college students in MARA University of Technology for example.Based on the grammar theory of modern Chinese,the teaching theory of teaching Chinese as a foreign language and the research method of grammatical errors,the thesis analyzes their errors.we can divide the biased errors into some major categories: omission of “and”,addition of “and”,misuse of “and”,mix-up of “and”.Each major category is divided into several subcategories,aiming at analyzing the error examples in detail.The thesis uses the comparative analysis method,because university students in Malaysia are often confused with “and”,“also” and “...very...,also very...”,so in this thesis,semantic and pragmatics of these words are analyzed and compared.“And” in Chinese is also compared with“dan” in Malaysia official language Malay,“and” in second language English,which lays the foundation of the teaching strategies in the second half of this thesis.In addition,based on the the unique cultural background of Malaysia,the teaching setting of the university,the thesis summarizes the causes of errors.They are: negative transfer of mother language and English,over-generalization of the target language rules,improper compilation of the textbook,improper teaching and curriculum setting etc.What's more,based on the theoretical knowledge of TCFL,intercultural communication and myself practice,this thesis proposes how to effectively avoid the misuse and teaching strategies of“and” in teaching.Namely,they are system teaching,contrast teaching,targeted teaching,and teaching method summarized from intercultural angle suited Malaysian students.