A Study Of The Error Analysis Of International Students' Acquisition Of Auxiliary Word "?"-Based On The HSK Dynamic Composition Corpus

In the teaching of Chinese as a foreign language,the auxiliary word “?” is a difficult point.From the initial stage,international students began to learn the usage of “?”,but in the middle and advanced stage,there will still be some errors when international students use “?”.The emergence of this error phenomenon need teachers to reflect and to study the following questions: What are the types of errors that international students make wrong using the auxiliary word “?”? What is the cause of these types of errors? And what strategies should be used in classroom teaching to effectively improve the learning efficiency of international students and reduce the error in this way as much as possible?This paper adopts the literature research method,the error analysis method and the corpus research method.It takes the corpus of international students in the HSK dynamic composition corpus of Beijing Language and Culture University as the research object,to collect and sort out the erroneous corpus of the auxiliary word “?”.The errors were classified,the causes of the errors were analyzed,and the corresponding teaching methods were explored for the reasons of these errors,and the teaching inspiration was obtained.This article is divided into five chapters.The first chapter introduces the meaning of the topic,the research status,research ideas and research methods.The second chapter is based on the corpus analysis of the international students using the auxiliary word “?”.Combined with Lu Jianji' s theory of errors,it is concluded that there are three main types of errors: missing errors,mis-additions and misuse.And the aspect particle “?” and the modal particle “?” from specific corpus is also presented.The third chapter analyzes the reasons why international students use the auxiliary word “?” will produce errors.From the two aspects of student acquisition and teacher teaching,there are six reasons for errors: negative transfer of mother tongue,generalization of target language rules,and communication of students.Inappropriate strategies,inappropriate handling of textbook content by teachers,incomprehensible grammar points of teachers and inappropriate use of teaching methods.The fourth chapter is the teaching enlightenment,combined with the reasons for the mistakes of international students' acquisition of the auxiliary word “?” and the author's experience in teaching Chinese as a foreign language,it discusses how to reduce the influence of negative transfer of mother tongue,reduce the influence of excessive generalization,improve students' communication strategies,improve the teacher's teaching level and explore the corresponding teaching methods.The fifth chapter is the conclusion part,which summarizes the viewpoint of this article,and reflects on the existing shortcomings.The author hopes that the article can provide some new teaching ideas for teachers of teaching Chinese as a foreign language,help teachers improve the teaching efficiency of the auxiliary word “?”,and thus reduce the errors of international students' acquisition of the auxiliary word “?”.