An Analysis Of The Acquisition Errors Of The Adverb “Ye” For Middle And Senior Overseas Students

Modern Chinese adverb “ye” is frequently used in spoken and written language,and its usage is complex and varied.It is one of the important words that international students must learn in the primary stage of Chinese acquisition.The grammatical points related to “ye” are also the key and difficulties in Chinese teaching in the middle and advanced stage.From the preliminary investigation and research,it is found that errors often occur in the process of acquiring “ye” in middle and advanced stage.Therefore,in this paper,data analysis method is adopted to investigate the use of “ye” by overseas students with advanced Chinese proficiency in HSK dynamic composition corpus,based on HSK dynamic composition corpus,combined with the results of a questionnaire survey about “ye” on middle and senior international students of Henan University,using the errors analysis theory,the foreign students’ acquisition of “ye” are divided into four categories,based on the theory of interlanguage,the causes of errors are analyzed,and put forward the teaching suggestions that can be made.This paper is divided into six parts.The first part mainly elaborated the reason and significance of taking “ye” as the research object,summarizes the research status of “ye”,explains the theoretical basis and research methods used in this paper,and the source of corpus.The second part describes the semantic function and syntactic distribution of “ye”.The third part makes statistics and analysis on the errors of “ye” acquired by foreign students in corpus and questionnaire,generalize the types of errors about “ye”,it is divided into four types: omission,substitution by mistake,addition by mistake and wrong order,the errors of wrong order is the most among them.We found that Japanese and Korean students had the highest rate of the errors when using the word of “ye”,the wrong order errors of “ye” accounts for a large proportion,it’s easy to confuse “ye” with “dou” and “hai”.There is a consistency of errors in the acquisition of “ye” between intermediate and advanced international students,but with the improvement of Chinese proficiency,the rate of the errors of “ye” will decrease.The fourth part analyzes the causes of errors in foreign students’ acquisition from three aspects: the complexity of the semantic function of “ye”,the influence of learning,and the reasons for teaching.In the fifth part,this paper puts forward some feasible teaching suggestions for the causes of “ye”,it aims to reduce the errors of the acquisition about “ye”.The sixth part summarizes the main research contents,methods,ideas,conclusions and application value,and points out the shortcomings of this paper.