Vietnamese Intermediate-advanced Chinese Language Learners' Idioms Usage Analysis

Chinese idioms are an important part of modern Chinese words,and they are the special existence of Chinese vocabulary.In the Chinese Idiom Dictionary,there are more than 18,000 articles,and the number is very large.The idiom is the essence of Chinese,condensing the wisdom and culture of the Han nationality.It is a fixed phrase with written color,fixed structure and complete meaning.Chinese idioms are precious treasures in the vocabulary of Chinese vocabulary.They have rich cultural connotations.Chinese idioms are simple and interesting,and they are more and more popular among foreign students.However,the idiom structure is more common than the common vocabulary.It is mostly four words,and the semantics and pragmatics of Chinese idioms are more complicated.I encountered many difficulties in the learning process and used more errors.Therefore,more and more researchers are beginning to analyze the bias of foreign students using Chinese idioms.Foreigners learn Chinese,and idioms are still the hardest place.In addition,the mastery of Chinese idioms can be used as an important measure of the Chinese proficiency of foreign students.However,at present,Vietnamese Chinese idiom teaching has not been taken seriously,and it is still a relatively weak link.In order to help learn Chinese well,especially to learn Chinese idioms,the main purpose of this thesis is to conduct research and analysis on the use of Chinese in the middle and advanced stages of Vietnamese students,and then put forward some countermeasures for Vietnamese Chinese idiom teaching.In addition to abstracts,conclusions and2 references,the thesis is divided into five chapters.Chapter 1 Introduction: This chapter first explains the reasons for choosing the subject of Vietnamese middle-and high-level students to learn Chinese idioms,the analysis of errors and the suggestions for the topic of teaching Chinese as a foreign language.Secondly,it is divided into three parts to describe the research results of the predecessors.Find out where improvements can be made by sorting out the results of previous research,as an entry point for this article.According to the research of the predecessors,combined with their own investigations,the scope and objects of the selected research are analyzed.Finally,the theory and method of this paper are explained.Chapter 2 The Importance and Advantages of Vietnamese Students Learning Chinese: This chapter deals with the importance and necessity of Vietnamese students learning Chinese idioms.Why study and master Chinese idioms? How do Chinese idioms learn Chinese for foreign students and Vietnamese students? How important is it.In addition,this chapter also explains the advantages of Vietnamese students learning Chinese idioms and other foreign students learning Chinese idioms.Why Vietnamese students can easily accept and understand Chinese idioms in a short time.The third chapter is based on the investigation and analysis of the use of Vietnamese middle and high school idioms.This chapter analyzes and compares some typical words in idioms from the three planes of questionnaires,acquisitions and common types of errors,aiming to summarize and summarize idioms.The commonalities and differences in syntactic location,semantic features,and pragmatic functions provide a theoretical basis for Vietnamese students to develop strategies for learning idioms.The fourth chapter is the main reason why Vietnamese learners learn Chinese idioms.In this chapter,we use questionnaires to investigate the acquisition of middleand high-level Vietnamese students who are learning Chinese idioms.First,we use the questionnaire survey to investigate the acquisition of Vietnamese learners.The frequency of Vietnamese students' use of each idiom and the frequency of correct use are counted to further analyze the difficulties of idioms,andthe possible errors in syntactic position and semantic features are investigated.Due to the large number of idioms and the complexity of the idioms,it is difficult to produce naturally in the spoken language of Vietnamese students.We use the questionnaire survey as a way to examine the use of idioms by Vietnamese students in the advanced stage of learning Chinese idioms.The main questions are as follows: Can Chinese Vietnamese students learn the semantic features of Chinese idioms in the middle and advanced stages;can Vietnamese students who learn Chinese idioms choose idioms correctly under certain circumstances.Chapter 5 Inductive Errors and Analysis Reasons: After the investigation,the results of the survey were collected to analyze the misclassification of Vietnamese students in learning Chinese idioms,and to analyze the reasons for their bias.Puts forward suggestions and countermeasures for idiom teaching: this paper suggests that Vietnamese Chinese teachers should put forward corresponding requirements for the teaching and learning of Chinese idioms,including the amount of Chinese idioms that Vietnamese students should master in the middle and advanced stages.These idioms have What kind of characteristics are those idioms,what are the criteria for determining these idioms,the degree of difficulty level of these idioms,and different learning requirements for different levels of Chinese idioms;what idioms can be taught,what idioms No need;what kind of idioms can appear in Chinese textbooks and exams,and what kind of idioms should not appear in Chinese textbooks and exams.As the general outline for the compilation of Chinese textbooks for foreigners,the requirements for Chinese idioms can be established to better understand the development of our textbooks and classroom teaching.Chapter 6 Conclusion: summarize and summarize the issues discussed in the paper and the conclusions drawn,indicating the research value and possible innovations of the paper.At the same time,it also pointed out the problems that still need to be solved.