| The adverb “YE” is very widely and frequently used in modern Chinese and it is a key point in the field of teaching Chinese as a second language.As a result,it is worthy of researching.With the Belt And Road Initiative,China and The Philippines has developed a further friendship.There is also a trend of studying Chinese in the Philippines.More and more students begin to study Chinese and therefore have a better understanding of China,Chinese and Chinese Culture.They bridge the two countries together.During the ten months' practice as a Chinese Volunteer Teacher in Baguio City,the Philippines,we found the students of intermediate and advanced stage have problems in using “YE”.On the basis of the previous researches,we plan to analyze the 267 errors which are collected from daily teaching.We hope that we can make the acquisition of “YE” more easier and do a little contribution to other Chinese teachers and the Culture Exchange Career of our country.The paper consists of five chapters.The first chapter is Introduction.In this part,it talks about the research significance and background,literature review,research methods,corpus sources,and the idea of writing.The second chapter mainly focus on the error types of “YE”.The errors are divided into five types,and they are omission errors,addition errors,mixture errors,disordering errors and other errors.we also compare the errors of different usages according to the HSK level of the students,The third chapter analyze the causes of the different kinds of errors,which are the negative transfer of mother tongue,over-generalization of the rules of target language and the lack ofcompilation and annotation in the text books..In the fourth chapter,it mainly focus on the corresponding teaching methods of the errors.We summarized the acquisition sequence of different “YE” and their critical periods.The last chapter generalize the main part of the paper and also point out the creativity and shortages in the paper. |
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