The Acquisition Errors And Teaching Strategies Of Foreign Students In Learning "Y(?)uy(?)" Sentences

This article explores and analyzes the linguistic data of "youyu" sentences in the interlanguage corpus,sums up the types of errors and analyzes the causes of errors.It also proposes some targeted teaching strategies and teaching method based on relevant teaching theories and my own teaching experience.The full text consists of five parts:The first chapter is the introduction which expounds the reasons for this topic,the current research status,the significance and the research goals of the study.The second chapter is mainly to analyze the examples of errors and sort out the types of errors.Through the statistical analysis of the error corpus of "youyu" sentences,we find that there are many problems in the use of causality conjunctions in the practical application of foreign students,especially the mixed use of causality conjunctions is more common.Furthermore there are some cases where causality conjunctions are redundant and incomplete.In addition to errors in the use of causality conjunctions,statement errors are problems that cannot be ignored.After analyzing the specific error sentences,we conclude that "youyu" and "yinwei" are the easiest to mix,and the situation of mixed use is also more complicated.The third chapter analyzes the causes of errors.Focuses on the influence of mother tongue on the learning of "youyu" sentences for foreign students.The analysis finds that the Thai cause-effect complex sentence is a "cause in front of effect" type.This feature is likely to cause the confusion in the use of causality conjunction and word order when Thai students expressing the cause-effect complex sentence of the "effect in front of cause" type.There is a peculiarity in Indonesian language of cause-effect complex sentence,which is there can be only one conjunction word in a complex sentence,or a reason,or a result.This has made it easier for Indonesian students to produce the incompleteness of conjunction words.The pairing conjunctions in Vietnamese are relatively fixed,while the collocation of Chinese conjunction words is relatively flexible,so Vietnamese students may avoid using them,resulting in the incompleteness of conjunction words.The use of Japanese causality conjunctions is wider than the use of Chinese causality conjunctions,making it easier for Japanese students to produce mixed use and the redundancy of conjunction words.The fourth chapter is the teaching strategy of "youyu" sentence.After simply comparing several teaching strategies,the article argues that "integrated unit-based view" is an ideal general teaching strategy.According to this strategy,the teaching content of "youyu" sentences is stratified.When entering the classroom teaching,teachers should pay special attention to the importance of teaching and learning.Teachers and students should also increase interaction,that students can be able to learn the knowledge in the situation.What is more important is the specific teaching method,adhering to the combination of structure and meaning.Finally,when designing exercises in the class,we must also accurately grasp the students' knowledge level,adopt different exercises according to different students and different teaching contents.Sometimes it can be used to increase the interest of the classroom and to activate the classroom atmosphere.The fifth chapter is the conclusion.