Error Analysis Of Chinese Idioms For Intermediate And Advanced Turkish Students And Teaching Suggestions

Nowadays,economic and trade exchanges between China and Turkey are becoming more frequent and cultural exchanges are gradually deepening.As one of the most powerful countries in the world,Chinese language and culture have been widely promoted,and have a profound historical roots in global and idiom culture.and the number of Turkish students studying in China has increased year by year.Chinese language courses in China have been widely used in universities in Turkey.However,the Turkish students have a misunderstanding of the idioms of Chinese idioms.This paper takes the junior and middle-level Turkish students as the research object,and uses the biases in the process of learning idioms as the basis of the corpus to find out when the learners learn idioms.Generate errors and analyze the causes.In order to enable Turkish idiom learners to have a more thorough understanding of idioms and avoid the misuse of idioms,this article is used to enable readers to more fully and accurately understand and use idioms,thus reducing junior and middle-level Turkish students.The bias rate of Chinese idioms is used to improve the learning effect of students and the accuracy of the use of Chinese idioms in practical use,so as to help learners improve the level of Chinese idioms.This paper is divided into three chapters.It is based on the characteristics of idioms.Through examples,it will classify and summarize the idiom biases of junior high school students in Turkey,analyze why they produce idioms,and then target idioms.Mistypes propose strategies for solving problems and measures for idiom teaching and compilation of dictionaries.The first chapter discusses the main types of Turkish idioms acquired by Turkish students.Through the statistics of the corpus of Turkish students,the authors conclude that idiom bias mainly occurs in three aspects:writing errors,semantic biases and usage biases.The reason why Turkish students learn Chinese idioms is due to objective differences in cultural differences and textual differences between Chinese and Turkish,as well as the complexity of Chinese idioms.From a subjective point of view,it is due to students.The degree of self-study is not enough,the learning methods are not right,and the strategies are lacking.The third chapter puts forward suggestions for the teaching of junior middle and intermediate Turkish grammar.Firstly,it guides the Turkish students to pay attention to the study of idioms and emphasizes the writing of idioms from the glyphs.And to strengthen the teaching of the meaning of idioms,and finally increase the time of idiom practice in the classroom,followed by suggestions from the preparation of textbooks,add some examples of interpretation and idiom usage in the textbook,increase the amount of practice,and finally target the Turkish students from the dictionary.Compile and analyze to reduce Turkey Students of Chinese idioms purpose of bias.