| The verb you is a high-frequency word in Chinese,and its basic semantics include existence,possession,degree,blanket enumeration,indefinite denotation,etc.Semantically,you can express existence,possession,degree,generalization,enumeration and so on.In addition,you also has the pragmatic function of highlighting information,explaining things,displaying the environment,and expressing existence and location.As you can constitute a diversified structure with rich meanings and diverse usages,learners often find it difficult to grasp the corresponding relationship between the form and meaning of the structure.In the communication process,one often misses the other,resulting in a large number of structural,semantic and usage errors with typical meanings.From the HSK dynamic composition corpus,we retrieved 259 you misused corpora,143 missing corpus,and 300 redundant corpus.In order to limit the discussion to a feasible research scope,we select the redundant error situation of the verb you with typical meaning as the research object,and the redundant error situation of the verb you is discussed from three perspectives:syntactic distribution,semantic function and pragmatic function,and the differences are analyzed from different angles,find out the causes of errors,propose targeted corrective measures,and give corresponding teaching and learning strategies,with the hope of being a case study of verb redundancy error analysis.This article first starts with the syntactic distribution,semantic classification and pragmatic function of the verb you,sorts out its grammatical rules,summarizes its semantic features,analyzes its expression types,and provides theoretical support for the analysis of the redundant errors of the verb you.Then I discuss the corpus from three perspectives: syntactic distribution,semantic function and pragmatic function.Syntactic errors are mainly the redundancy of you before the predicate.Semantic errors are mainly semantic repetition and concept redundancy.Pragmatics include surreptitiously changing concepts,inconsistent with the context,creating words and unclear judgments about the meaning of sentences,but less in quantity.After analysis,this article divides the causes of errors into three categories,namely,insufficient mastery of syntactic rules,the influence of habitual collocation,and the negative transfer of mother tongue and interlanguage,and proposes corresponding teaching and learning strategies accordingly. |
