A Study On Teaching Chinese As A Foreign Language Of Frequency Adverbs "Shishi" "Changchang" And "Wangwang"

The study of Chinese adverbs has always received much attention which is closely related to the type characteristics of Chinese itself and the features of Chinese adverbs.In the grammatical system,Chinese is an analytical language with less obvious morphological features.Chinese has no morphological changes.Frequency adverbs are adverbs that measure the number of repetitions of events,behaviors,or states in a unit of time.It is a key point and also a difficult point in teaching Chinese as a foreign language.Some frequency adverbs are extremely similar,foreign students are easily confused and make mistakes in their use."Shishi" "changchang" and "wangwang" are a group of adverbs in modern Chinese.They all indicate that actions,behaviors,or situations occur frequently.This article will make a comprehensive analysis and comparison of these frequency adverbs from the aspects of semantics,syntax,pragmatics and teaching.This article will give the corresponding teaching plan from the perspective of teaching Chinese as a foreign language,combined with the errors that foreign students are prone to.The first chapter is the introduction.It elaborated the necessity and significance of this topic from the aspects of the topic selection,research object,research method,research importance,research significance,and current research deficiencies.The second chapter uses literature analysis to conduct a series of studies on the three.First,it describes the adverbs and frequency adverbs,covering the concepts,definitions and scope of adverbs and frequency adverbs.Then it summarizes the current situation and deficiencies of the three in the research of ontology,comparative study of ontology and foreign language teaching,and gives a new research perspective and inspiration to this article.The third chapter is based on the research of ontology,Chinese tool dictionary and the collection of multiple corpora,analyzes the characteristics of the three in terms of semantics,syntax and pragmatics,and uses a large amount of corpus to explain,draws multiple tables to support the data.In the semantic part,by querying multiple Chinese dictionaries and online electronic dictionaries,the definition tables of the three in each dictionary are summarized.Then I conducted a one-by-one analysis and comparative analysis,summarizing the commonalities,comparing the similarities and differences,initially discussing their usage,and analyzing and explaining the usage in the ancient Chinese,which is rare in the dictionary.In terms of syntax,it mainly examines the position and co-occurrence of the sentence,and draws a table of the distribution of the position in the sentence.Through statistics,it can be found that these three can be located at the beginning and in the middle of the sentence,not at the end of the sentence,and are mostly located in the middle.This article investigates the co-occurrence of the three with the negative words "no" and "yes",draws a co-occurrence frequency table,and conducts a large number of expected analyses.In terms of pragmatics,by searching the BCC corpus,we examined the use of the three in different styles.By searching the corpus of foreign students of Ji Nan University,then obtained the use of the three in spoken language and written language.These data provide a strong reference and support for mastering its application scenarios and verbal colors.The fourth chapter is guided by the theory of error analysis and collects a large amount of corpus from HSK dynamic composition corpus of Beijing Language and Culture University.The corpus comes from the composition of foreign students.In addition,this article refers to the corpus of foreign students' after-school exercise sets to understand the usage of international students more fully.First of all,this article counts the data of the frequency of the international students' use of the three,and then determines the teaching focus according to the frequency of use and the practicality.Then it describes four types of errors:omission,overrepresentation,addition,and disordering,then analyzed and explained all kinds of wrong sentences.It summarizes the causes of errors and difficulties in teaching,then gives instruction and inspiration to the teaching.The fifth chapter is about the shortage of teaching materials and suggestions for teaching Chinese as a foreign language.First of all,the level distribution of the three in various syllabuses is sorted out,and the difficulty and importance of them are initially understood.This article investigates the TCFL textbooks that involve the three,and comprehensively analyzes the frequency of occurrence of the three in the textbook,the explanation of language points,the setting of exercises,and the arrangement proportion of the textbook and so on.Then found out the shortage in arrangement and gives a modification plan.At present,there are some problems in the textbooks,such as the weak explanation of grammar points,and the unreasonable exercise design and so on.Finally,the teaching suggestions are given from the aspects of classroom teaching,textbook compilation,teaching methods and learners.The sixth chapter is the summary of the full text,including the following three aspects:the main points and conclusions,the innovation and the shortcomings.Finally,the knowledge points of the full text are summarized into a comparison table of semantic,syntactic and pragmatic.