An Analysis Of The Errors In The Acquisition Of Chinese "Will" Verbs By Foreign Students Who Are In Medium And High Class In Yiwu Industrial And Commercial College

Starting from the perspective of teaching Chinese as a foreign language and on the basis of reviewing the previous research results,this thesis starts with the ontological study of the "willing" type of auxiliary verbs,and takes the middle and advanced class students of Yiwu Business College as the subjects of investigation.The primary synthesis I and II of "Developing Chinese" published by Beijing Language and Culture University as the subjects of investigation are selected.According to the distribution of common words in the syllabus of International Chinese Common Course,the auxiliary verbs of "willing" appearing in the syllabus are as follows: first-level common words "xiang",second-level common words and "yao",third-level common words and fourth-level common words "gan".However,not all of the vocabularies appear in the textbook.The subjects were surveyed in terms of the four-level words "ken",the five-level words "ningke",the six-level words "ningyuan","ningken" and "leyi";and the "qingyuan" appearing in textbooks but not appearing in the syllabus.According to the survey results,the respondents produced four types of errors: misrepresentation,misaddition,inappropriate word order and inappropriate use of context.Among them,the respondents had better acquisition of the words "xiang","yao","yuanyi","gan" and "qingyuan" in the textbooks,and had fewer errors.They had poorer grasp of the words "ken","ningke","ningyuan","ningken" and "leyi" which did not appear in the textbooks,and had more errors.Based on the analysis of the meanings of willingness verbs in textbooks and syllabuses,it is found that the causes of the errors are as follows: errors caused by the transfer of mother tongue,the number of occurrences of the meanings of willingness verbs,the acquisition order,the influence of textbooks,the environment of the target language and the psychological influence.Finally,according to the different types of errors,some teaching suggestions are put forward: firstly,according to the different learning styles of students,some teaching suggestions on assistant acquisition suitable for students' learning styles are put forward,mainly on active and passive learning styles;secondly,the discriminating cases of monosyllabic and disyllabic words taking "yuan" and "yuanyi" as examples are given.And give specific teaching cases to strengthen the teaching of Chinese teachers;third,according to the background of Chinese learners' mother tongue,on the basis of existing textbooks,add the definition of mother tongue for non-English learners;and combined with the syllabus,according to the situation of "will" type of vocative verbs in the textbooks,make the textbooks large.The common words in the syllabus are compiled in the corresponding grade textbooks according to the grade distribution,and the relevant textbooks suitable for Chineselearners are compiled according to the above suggestions to strengthen the scientificity of textbook compilation.