Analysis On The Errors Of Chinese Figurative Figures Of Advanced Level International Students

With the improvement of China's international status,more and more foreign students have been to China.As far as the Chinese learners,they not only want to speak Chinese,but also want to speak Chinese better.As one of the most frequently used rhetoric method in Chinese,metaphor plays a significant and indispensable role in aspects of expressing emotions and improving the effect of discourse expression.The proper use of metaphor not only has something to do with the grammatical rules,but also is related to many factors such as deep culture facture and cognitive mechanisms,even is closely related to communication skills and so on.Except for mastering necessary grammatical rules,foreign students also need to learn relevant culture knowledge,customs and etiquette,mode of thinking and other recessive background knowledge if they want to learn metaphor better.There are a lot of researches on metaphor in academic word and those researches have obtained great achievements.However,the research results in teaching Chinese as a foreign language are still insufficient.This article has conducted empirical research and discussion on how foreign students use metaphors correctly and efficiently.The full text has been divided into seven chapters:The first chapter is the introduction,which mainly introduces the research's purpose,object,method,review and source of the corpus.Among those aspects,the review mainly includes the research on metaphor,the research on rhetoric and metaphor of teaching Chinese as a foreign language.The sources of corpus used in this article are HSK dynamic composition corpus,questionnaires for advanced level international students on Central China Normal University,and some oral and written corpora collected by the author.The second chapter makes statistics and analysis of the bias errors of metaphor rhetoric of the HSK dynamic composition corpus.The statistics and analysis mainly starts from the group statistics of metaphor bias errors and the types of metaphor bias errors.Among above two aspects,the statistics of metaphor bias errors aims at different countries,different genders and different culture circles.The types of metaphor bias errors mainly refer to conceptual confusion of metaphor,the confusion of relation between ontology and vehicle of metaphor,incorrect use of metaphor word,and errors resulting from insufficient language knowledge.The third chapter mainly introduces the statistics and analysis of bias errors of metaphor and surveys of studying metaphor aiming at the foreign students in Central China Normal University.Those statistics and analysis and surveys are mainly conducted from the investigation and statistics of the corpus,the statistics and analysis of the types of metaphor bias errors.In terms of the statistics of metaphor bias errors,it refers to three aspects including conceptual confusion of metaphor,incorrect use of vehicle of metaphor and incorrect use of metaphor word.The fourth chapter makes contrastive analysis of metaphor bias errors between HSK dynamic composition corpus and questionnaires,which are mainly conducted from similarities and differences of bias errors and the reasons of bias errors.This article analyzes the reasons of bias errors from such perspectives of researching on ontology of metaphor,learning of the second language,and teaching Chinese as a foreign language.The fifth chapter mainly elaborates what kinds of measures should be taken when bias errors happen.Through comparative analysis in the fourth chapter,this article proposes strategies for teaching and learning activities based on the actual situation of foreign students,including three aspects of teacher teaching,use of teaching materials and student learning.The sixth chapter is the analysis of research result.After implementing one-semester teaching practice activities according to the strategies proposed in the fifth chapter,giving those students another questionnaire with the same difficulty as the pre-test questionnaire,and conducting post-test analysis so as to check whether the strategies proposed in the fifth chapter are effective.The analysis of research result mainly includes the statistics and analysis of pre-test and post-test of questionnaires,the contrastive analysis of bias errors of pre-test and post-test of questionnaires and the analysis of research results.The statistics methods used in this article are paired sample t test and independent sample nonparametric test.This chapter analyzes the relevant experimental results and concludes that the strategies proposed in the fifth chapter have a more obvious effect on the acquisition of metaphorical expressions by foreign students.The seventh chapter is epilogue,including research summary,contribution and deficiency.