Error Analysis Of Predicate Idioms For Advanced Chinese Learners

Chinese idioms,as an important part of Chinese language and culture,are the focus and difficulty for advanced level Chinese learners in vocabulary learning and cultural understanding.Predicate idioms are the most commonly used idioms,accounting for about 90%of idioms.If the advanced level Chinese learners can use predicate idioms effectively and accurately challenges the learners themselves,teachers and even textbooks.Based on the Chinese Proficiency Vocabulary and Chinese Character Grade Outline and the New Chinese Proficiency Test Syllabus HSK Level 6,with the Beijing Language and Culture University HSK Dynamic Composition Corpus,Sun Yat-Sen University Interlanguage Corpus as corpus source,through the methods of classroom observation and real-time corpus collection,this paper studies the predicate idioms in the two textbooks Developing Chinese Advanced Comprehensive Course ?&?,and analyzes the errors of the advanced level Chinese learners in using predicate idioms and finds the causes of the errors,trying to propose targeted and feasible suggestions from the aspects of teaching materials,teachers and learners.This paper contains the following five chapters:The first chapter summarizes Chinese predicate idioms,mainly on the study of idiom ontology,analysis of predicate idioms from the perspective of idiom grammar,then points out those limitations of predicate idioms as syntactic components in sentences.The second chapter mainly analyzes the predicate idioms in the Chinese Proficiency Vocabulary and Chinese Character Grade Outline,the New Chinese Proficiency Test Syllabus HSK Level 6 and Developing Chinese Advanced Comprehensive Course ?&?.The third chapter analyzes the error-sentences of the advanced level Chinese learners who use the predicate idioms,and classifies the errors into formal errors,syntactic errors,semantic errors,and pragmatic errors.The fourth chapter analyzes the causes of the errors,combining the teaching materials,the outline and the classroom teaching of the teachers,the interviews of the learners,etc.,from the perspective of the complexity of the idioms,the influence of the textbooks,the influence of classroom teaching,and the influence of the learners'own factors.The fifth chapter puts forward targeted suggestions for the preparation of teaching materials and teachers' classroom teaching.It mainly includes two sides:textbooks:improving idiom annotations in textbooks,increasing the diversity and flexibility of idiom exercises,and rationally distributing the number of new idioms;teachers:paying attention to idiom form training,paying attention to morpheme teaching,and paying attention to cultural factors in idioms,paying attention to the discrimination of synonymous idioms and highlight the diversity of idiom practice in teaching.The learner's own cultural background,learning motivation,learning strategies,etc.are also one of the reasons that affect the usage rate and error rate of predicate idioms,however,since these factors is uncontrollable,it is recommended that teachers guide students in the classroom teaching and after-school guidance to improve.I hope this paper can play a certain auxiliary role in the predicate idiom teaching of advanced Chinese learners in Chinese teaching as a second language,especially for learners who use the Developing Chinese series textbooks.I also hope that the suggestions put forward by the paper can provide a certain reference to Chinese teachers.