The Error Analysis Of Chinese Verb-Object Separable Words By German Intermediate-and-Advanced Chinese Learners

Separable words have always been a difficult point in teaching Chinese as a foreign language.The special feature is that the two components of separable word can be separable or combined.At present,the research on separable words is not a few,and the research on the teaching of separable words is also very fruitful.However,most of the researches are aimed at the group of international students in China,how can mother language influence students in the progress of using separable words is still not thorough cleared.This article focuses on the typical errors of German?native Chinese learners at intermediate and advanced levels who use verb-object separable words,especially when they are separable.The reasons for these errors are discussed.Finally,some teaching suggestions are put forward.The research steps include designing the test of separable words,issuing test questions,finish the statistical analysis of the test results.Finally,it is found that students have a poor grasp of verb-object separable words.The sit.ation is different.Separation forms with a higher bias rate include the insertion of the structural auxiliary "de" in the parting word,the latter component of the preceding parting word,the combination of the parting word and the trend complement,and the overlapping form of the parting word.In addition,when using separable words,students show the following characteristics:Treating separable words as general two-syllable verbs and only use the whole words;they can only make limited extensions with separable words;overgeneralize the separable rules of them;and mixing separable words with words containing the same morpheme,etc.After summarizing and analyzing students' errors.the thesis explores the causes of the errors.From the perspective of negative transfer of the mother tongue,students are affected by the meaning of German words,and it is easy for students to associate separable words with transitive verbs in German,which leads to misordering errors and puts the components that should be in the separable words before or after the separable words;students are affected by the inflection of German words,and it is easy to memorize and use the separable words and dynamic auxiliary words "guo" and "le" as a combination;students are affected by German word order and use the complements in Chinese as the adverbial of the sentence,and it is placed in the "midfield" of the sentence,causing a misordering error.From the perspective of negative transfer of the target language,students are prone to overgeneralize some rules in Chinese,such as using the separable words as general verbs and applying the rules applicable to general verbs,and adding supplements directly after the them.There are over-generalizations of the auxiliary words"le","guo",quantifiers,and overlapping forms of verbs.In addition to the transfer of language rules,students' psychological factors also affect the acquisition of separable words.Compared with the complex rules and the separable forms which mainly used in the oral language,students are more inclined to use simple expressions or familiar separable forms.The teachers can emphasis that the separable word is made of separable Chinese characters and teach these words not as a whole word but as two characters which can be combined or isolated,so that the students will not just use them as one word.Secondly,teachers can use the similarities between separable forms and sentence frame in German grammar and summarize the rules of separable forms.Besides,lots of separable forms are used in the orallIn response to the problen that students can only use the complete form of separable words,we recommend that teachers pay attention to the morphological characteristics of them as a "separable word group".Bv explaining the Chinese characters that constitute the separable word,it can deepen the students' impression of the departure form.Teachers can use the thinking of the framework structure in German grammar to summarize the rules of segregation,which is convenient for students to remember.For the more complicated forms of segregation,the teacher can use the context to explain and apply lexical approach into the teaching,which helps students understand and remember the separable forms easily.The thesis is divided into six chapters.The first chapter summarizes the reasons for choosing the topics,the research content,etc.,and summarizes the ontology research on the separable words.The second chapter introduces the design of the test,and the situation of students who attend in the test.The statistics on the error of every part of the test are also listed,the error situation of different types of separation is summarized;Chapter 3 classifies the errors in the test according to the different forms of separation words,these types include Insertion of complements,attributives,auxiliary words,overlapping form of separable words,inversions,and their combination with objects,etc.Finally,the characteristics of these errors are summarized.Chapter 4 analyzes the reasons for the errors from three aspects:negative transfer of mother tongue,negative transfer of target language,and students' psychology.Chapter 5 gives some specific teaching suggestions and teaching methods:Chapter 6 is the conclusion,which summarizes the whole paper and puts forward the shortcomings of the paper.Other content that needed to be supplemented or continued is a so discussed...