A Study On Acquisition Errors Of Progressive Conjunctions Of Overseas Students With Intermediate And Advanced Chinese Level

Progressive conjunction is a significant kind of function words in Chinese language,which can connect words,phrases,sentences and sentence groups.They play a crucial role in the completeness of sentence form and the expression of semantic content.It is easy for intermediate and advanced level overseas students to have errors in the acquisition and use of progressive conjunctions,and the academic research on progressive conjunctions is limited,which can not meet the needs of TCFL very well.Therefore,the author thinks that it is very meaningful to study the acquisition errors from 9209 corpora in HSK dynamic corpus and 276 test papers in three universities,therefore,this paper selects ten progressive conjunctions bingqie,budan,erqie,jiner,hekuang,kuangqie,buzhi,bujin,shenzhi(yu),zaishuo" to study the acquisition of intermediate and advanced level overseas students.This thesis summarizes the previous related research results on the ontology of progressive conjunctions and teaching Chinese as a foreign language,points out the shortcomings of progressive conjunctions,and classifies the various kinds of progressive conjunctions by high school level international students.According to statistics,there are four types of errors in intermediate and advanced level overseas students,namely,misaddition,substitution errors,omission and misordering,of which the number of errors in substitution errors is the most and the number of errors in misordering is the least;based on the theory of acquisition difficulty and the correct use of relative frequency theory,the order of acquisition of progressive conjunctions by overseas students is: shenzhi(yu)> bujin > zaishuo > erqie >budan > buzhi >kuangqie > hekuang >jiner>bingqie.This paper makes a detailed analysis of the causes of errors and puts forward corresponding teaching solutions: the causes of errors are mainly as follows:(1)the causes of Chinese itself are mainly the differences between Chinese and other languages and the complexity of Chinese itself;(2)the causes of students themselves are mainly the lack ofstudents' language knowledge,imperfect knowledge system,negative learning strategies,and mother language;(3)the reason on the part of teachers: unsuitability of teaching methods andunreasonable drills;(4)there are also other causes include irregular compilation of teaching materials and adverse effects of learning environment.The solutions are as follows:(1)teachers should improve their knowledge level,improve their knowledge structure,useappropriate teaching methods and teaching methods,and know the key points and difficulties of teaching in advance;(2)students should increase their learning ways,expand the input oftarget language,adopt positive learning methods,establish Chinese thinking,overcome the negative transfer of mother tongue,and actively integrate into the society;(3)the compilation of textbooks should improve "four qualities",strengthen the connection between different kinds of textbooks,and compile vocabulary according to the order of acquisition.In the conclusion part,the paper summarizes the content of the whole paper,and points out the shortcomings of the paper,such as the lack of research time,the small number of progressive conjunctions,and there is no distinction between countries for detailed research.