Error Analysis And Teaching Suggestion Of "LE₁" And "LE₂" Acquired By Bangladeshi Students

The Dynamic Auxiliary "LE₁" and the Modal Particle"LE₂"have always been the emphasis and difficulty in teaching Chinese as a second language.In the teaching practice,it is found that there are many errors in the use of"LE"by Bangladeshi students.In this paper,data are collected by means of a questionnaire survey,and the errors of"LE₁"and"LE₂"acquired by Bangladeshi students can be divided into four types:omission,misordering,addition and substitution,the cau ses of the errors are analyzed from four aspects:The complexity of the grammatical meaning of"LE ₁"and"LE ₂",the negative transfer of Bengali mother tongue and official language English,t he teachers’teaching and the self-factors of Bengali students.There are great differences betwee n Bengali,English and Chinese.Students often avoid the usage of"LE ₁"and"LE ₂"in the proce ss of learning"LE".According to the reasons,this paper puts forward four suggestions.On the p art of teachers,they should start from improving the teaching level of Chinese,strengthen their o wn Chinese teaching quality,and strengthen the comparative teaching of Bengali,English and C hinese,in terms of teaching methods,it is advocated to adopt the methods of comparative analysi s,illustration,situational teaching and hierarchical teaching in classroom,it is suggested that tea ching should be carried out in stages,and different teaching designs should be designed for differ ent levels of Bangladeshi students,to strengthen the practice of"LE₁"and"LE₂"by Bangladeshi students,so that they can master the usage of"LE₁"and"LE₂"effectively.