| The reasonable use of complex sentences is the external expression of the measurement of learners' language ability and thinking ability,and it is also a necessary process close to daily communication.At the same time,complex sentences can also exercise learners' logical expression ability.In the later stage,the objective complex sentence develops into an equal status with other types of complex sentences independently,which shows that the objective complex sentence is an important part of the complex sentence.There are relatively few studies on the objective complex sentences,and students have more errors of this type.Therefore,the author takes the research on the errors of the objective complex sentences as the central content of this paper,and puts forward some feasible suggestions for the teaching of Chinese as a foreign language.This paper is divided into six parts.The first part is the introduction,which introduces the research progress of Chinese and English target compound sentences,and introduces the research framework of chinese-foreign contrast,which provides reference for the research method and content of this paper.In addition,the paper also expounds the theoretical basis,research methods and research objectives.The second part namely chapter one,the definition and classification of purpose of chinese-english sentence overview,adopts the method of comparative analysis comparison purpose of chinese-english sentence three aspects in the semantic,syntactic and pragmatic features.The results show the similarities and differences between Chinese and English skopos complex sentences,which lays the foundation for the explanation of error analysis and the guidance of teaching suggestions.The third part namely chapter two,analyses and collates the collected corpus of foreign students' composition,with Mr.Lu Jianji's error analysis method as the basic framework.and with the help of other scholars' error analysis methods of other scholars,the error analysis of corpus is divided into semantic error,syntactic error and pragmatic error.As a result,the key and difficult points of the teaching content are more pertinent.The fourth part is the third chapter.Some errors are caused by the differences between Chinese and English,that is inter-lingual transfer.Some errors are caused by internal differences,namely intralingual transfer.Finally,the problem of nonverbal transfer between teachers and students.According to the classification of specific errors,the sources of these errors cross each other,and the most prone to errors should be regarded as an important reference basis for teaching.The fifth part,namely the fourth chapter,combines the results of comparative analysisand error analysis,and puts forward some feasible suggestions,mainly including teaching methods,teaching content and teacher behavior,to explain one by one,so as to improve the teaching effect and make contributions to the teaching of Chinese as a foreign language.The sixth part is the conclusion,which analyzes and sorts out the conclusions of the previous four chapters and presents the research results intuitively,in the hope of providing some useful references for future studies on the purpose of compound sentences.The innovation of this paper is as follows: firstly,the object of study is different.Previous studies on TCFL compound sentences are concentrated in Korea,Japan,Singapore and other countries,and almost no British or American students are taken as the object of study.Secondly,the study method is relatively new,,and the study of Chinese foreihn-purpose complex sentences mainly focuses on two tendencies:contrastive analysis and error analysis.only 1 in South Korea as the research object will study the combination,but this paper is different form the classification of error analysis.The types of error analysis of predecessors are more general.This paper will elaborate error analysis into therr categories:semantics,pragmatics and syntax,and analyze the types of errors in tneir respective categories,... |
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