A Study On Foreign Students' Acquisition Errors Of "The High-leveled Of Absolute Adverbs" And Teaching Strategies In Teaching Chinese As A Foreign Language

In modern Chinese,the degree of things is commonly expressed in adverbs.During the teaching of Chinese as a foreign language,The High-leveled of absolute adverbs represented by"?(very)" are frequently used,but foreign students often have errors in the acquisition of such words.Actually,they are indistinguishable from the differences between them.Therefore,in the process of teaching Chinese as a foreign language,it is difficult to teach foreign students " High-leveled of absolute adverbs Because these words are easy to be misused owning to its complex as well as diverse grammatical meaning,and various pragmatic context.Under the guidance of error-analysis of SLA,interlanguage theory and related linguistic theories,and according to searches in the "HSK Dynamic Composition Corpus"and "BCC Corpus" of Beijing Language and Culture University,this paper makes a comprehensive discussion and analysis on the usage,syntactic and semantic features of "High-leveled of absolute adverbs ",as well as the types and causes of foreign students'acquisition errors,and puts forward related teaching suggestions.The content is divided into four chapters:The first chapter is the introduction;the second chapter focuses on the semantic,syntactic and pragmatic study of High-leveled of absolute adverbs,the third chapter analyzes the error types and causes of foreign students in using " High-leveled of absolute adverbs ",the fourth chapter proposes the teaching strategy and teaching design of" High-leveled of absolute adverbs".The first chapter introduces the research object,the status quo of the ontology research of " High-leveled of absolute adverbs ",research status of Chinese as a foreign language,theoretical basis of the research,source of the corpus,and a summary of research significance and methods.The second chapter is about the semantic,pragmatic and syntactic studies of"High-leveled of absolute adverbs ".In terms of "High-leveled of absolute adverbs",This paper carried out a comprehensive discussion and analysis on the syntactic function characteristics,semantic and pragmatic features of" High-leveled of absolute adverbs In this chapter,the author selected and screened a large number of related corpora,and gave full discussion on the main syntactic functions,semantics with some slight differences,and pragmatic functions of " High-leveled of absolute adverbs " reflecting at three levels,namely,syntax,semantics and pragmatics.The third chapter mainly classified and analyzed the error causes of H High-leveled of absolute adverbs " in HSK dynamic composition corpus.The author divided the errors of using " High-leveled of absolute adverbs " into four types:misuse,omission,mis-adding,and substitution error,based on which these types of errors were elaborated.With regard to the errors causes of " High-leveled of absolute adverbs ",they are summarized into the following four types:negative transfer of mother tongue,inter-linguistic interference of target language,influence of learning tools,and complexity of " High-leveled of absolute adverbs."The fourth chapter discussed the teaching strategy of "High-leveled of absolute adverbs" and gave specific teaching design.Based on the error causes of using "High-leveled of absolute adverbs ",the following three teaching strategies are proposed:combination of level-based and comprehensive teaching;focusing on comparative teaching;paying attention to contextual teaching.In terms of instructional design,two types are provided:case design of the adverb "?(much)";instructional design of comparing the adverb "?(very)" and the adverb "?(well)".