Analysis And Teaching Strategies Of Russian Students Using Chinese Adverb "CAI"

In teaching Chinese as a foreign language,the adverb "CAI" has many meanings and complex usage,which makes it easy for students to make mistakes.Therefore,it is necessary to study the adverb "CAI".Under the guidance of interlanguage hypothesis,bias analysis theory and comparative analysis theory,this paper intends to conduct bias research on the use of Chinese adverb "CAI" by middle and senior Russian students by means of questionnaire survey and data statistics,and propose teaching Suggestions.By means of questionnaires,the corpus of Chinese adverb "CAI" used by Russian students is collected,and the errors are analyzed,summarized and the causes of errors are analyzed from the four semantic levels of the adverb "CAI",i.e.,the semantic meaning of time,the semantic meaning of quantity,the semantic meaning of correlate and the semantic meaning of mood.According to the statistics,Russian students make more errors when the Chinese adverb "CAI" expresses the mood and the correlate.Through the analysis,the author finds that the error types are mainly misorder,omission and misuse,among which the omission error of the adverb "CAI" is the most.The main causes of the errors are: the negative transfer of the mother tongue caused by the difference between Chinese and Russian adverbs "CAI",the generalization of the rules of the target language,and the learning strategies of avoidance.Combined with error analysis and questionnaires,this paper puts forward teaching Suggestions to students and teachers.At the same time,the results of this study can help Russian students to master the adverb "CAI",the adverb "CAI" in the textbook arrangement,and can also play a enlightening role to the teacher teaching.