A Study On The Bias Of Chinese Special Verbal Measure Words In TCFL

The abundance of quantifiers is one of the characteristics of modern Chinese and also a difficulty in TCFL.Chinese special verbal measure words are a kind of quantifiers,including: “ci”“hui”“xia”“bian”“dun”“tang”“chang”“fan”“zhen”.They are one of the difficulties for Chinese learners.Based on the ontological research results of the dedicated special verbal measure words,this paper understands the research status of the dedicated special verbal measure words and makes clear their usage.According to the requirements of the Chinese proficiency level standard and grammar level outline for special verbal measure words,and on the basis of searching the use cases of bias in the written language corpus of Ji'nan university and the use cases of students' errors in teaching,a questionnaire on special verbal measure words for learners was designed and implemented.By analyzing the results of the questionnaire,this paper discusses the influencing factors of the bias of special verbal measure words,so as to put forward teaching suggestions and teaching design.This article mainly includes the following five parts:The first chapter is the introduction,including the reason and significance of the topic,the research status,the research method and the source of the corpus.The main content of this chapter is to introduce the existing research,from the ontological study of special verbal measure words,and the research of special verbal measure words in TCFL.Chapter two describes the usage of special verbal measure words.Firstly,from the perspective of ontology,according to the classification of counting quantifiers(“ci”“hui”),short-term quantifiers(“xia”),overall quantifiers(“bian” “dun” “tang”“chang”),and continuous quantifiers(“fan”“zhen”),nine special momentum words are described,and the usage of special momentum words is sorted out.In order to highlight the characteristics of Chinese teaching,after the syntactic and semantic analysis of eachspecial verbal measure words,the learning order of each special verbal measure word is arranged,according to the principle of practicability and from simplicity to difficulty.and the similarities and differences of the special verbal measure words are analyzed.The third chapter is about the use of learner-special verbal measure words.Firstly,the bias of special verbal measure words in the written language corpus of Ji'nan university are analyzed.It is found that there are three kinds of bias in the use of special verbal measure words in corpus: wrong order,wrong addition and wrong substitution.Then,on the basis of corpus,the paper designs and implements the questionnaire of special verbal measure words for primary and middle and advanced learners.At the same time,some interviews were conducted on the results of the questionnaire to specifically understand the bias of special verbal measure words.The results of the questionnaire show that the bias about wrong addition and wrong order are the main types of bias of learners.From the primary to the advanced,the bias about wrong addition gradually reduce;From the primary to the advanced,omission bias is gradually reduced to disappear.In the fourth chapter,based on the questionnaire and interview in the third chapter,the author summarizes the influencing factors of the bias of special verbal measure words.According to the previous analysis of the questionnaire results,it is found that the main influencing factors are as follows: the neglect of the context;The influence of negative transfer of mother tongue;Not enough attention is paid to special verbal measure words.The fifth chapter puts forward three teaching suggestions and three teaching designs for the teaching of special verbal measure words.The first suggestion is to pay more attention to the context teaching of special verbal measure words.The second suggestion is to strengthen the comparison between Chinese and foreign measure words.The last,in the process of teaching,the reproduction of special verbal measure words is improved,and some teaching materials suitable for learners are added.The last part is the conclusion.This chapter summarizes the main results of the whole paper,and points out its own shortcomings,in order to improve in the follow-up research.