Research On Teaching Chinese As A Foreign Language Of Chinese Quantifier "Zhong"

The quantifier "zhong" is frequently used in TCFL,with more errors,but less research,which is a weak link in TCFL.As the quantifier "zhong" itself is widely used and has many similarities with other quantifiers in semantics,grammar and pragmatics,it is difficult for foreign learners to distinguish and confuse these quantifiers when they learn and use them,resulting in a series of errors.Based on the CCL and BCC corpus,this paper discusses the semantics and grammar of the quantifier "zhong" from the perspective of ontology research,and investigates the arrangement of the quantifier "zhong" in TCFL.On this basis,it further classifies the foreign learners' biased errors in HSK dynamic composition corpus,explores the causes of the biased errors,and finally puts forward relevant suggestions on TCFL.In order to better help foreign learners avoid or reduce the generation of such errors,and flexibly use the quantifier "zhong".The main contents of this paper are as follows:1.introduction.This chapter first describes the reason and significance of the topic selection of the quantifier "zhong",then summarizes the existing research results of the quantifier "zhong",summarizes the research methods and the source of the corpus used in this paper again,and finally makes further discussion and analysis of the deficiencies and gaps of the previous research results.2.Ontological study of quantifier "zhong".From two aspects of semantics and grammar,this paper selects three angles of "zhong" in different Chinese dictionaries,semantic features,and the selectivity of nouns,to explore the semantic characteristics of quantifier "zhong".This paper explores the grammatical features of the quantifier "zhong" from the perspective of its overlapping,generalization and syntactic functions.Furthermore,it compares the similarities and differences between the easily mixed quantifiers "ge","yang" and "zhong",which provides theoretical support for the causes of the errors in the acquisition of quantifiers "zhong" by foreign learners.3.The study of quantifier "zhong" in the syllabus of Chinese level vocabulary and Chinese character level,syllabus of Chinese level standard and grammar level and three different TCFL textbooks.Through the investigation of the quantifier "zhong" in the two representative syllabus,this paper makes clear the position and importance of quantifier "zhong" in TCFL,and provides theoretical basis for the arrangement of TCFL textbooks.This paper explores the situation of the quantifier "zhong" in the elementary of Boya Chinese,the lower elementary of Road To Success and the elementary comprehensive course of Developing Chinese.At last,it draws the corresponding conclusions through analysis.4.An analysis of the errors in the acquisition of quantifier "zhong" by foreign learners.By collecting the data of foreign learners' acquisition ofquantifier "zhong" in HSK dynamic composition corpus,this paper classifies the types of errors into four types: font,omission,misuse,mix and wrong sequence,and then analyzes the causes of errors in terms of negative transfer of mother tongue,negative transfer of target language,learners' learning and communication strategies,and the influence of dictionaries,textbooks,and teachers.5.Suggestions and teaching design of quantifier "zhong" in TCFL.According to the above situation,from the perspective of reference materials,teachers and students,the author puts forward specific suggestions,and designs a teaching plan to better guide TCFL quantifier teaching.6.Summarize the main ideas,innovations and shortcomings of the paper.