Error Analysis And Teaching Research Of Separable Words In Teaching Chinese As A Foreign Language

For Chinese learners,the usage of separable words is very special compared to other parts of speech.On the one hand,it is difficult for students to quickly understand and master this unconventional formal rule system.On the other hand,separable words do not have a particularly clear recognition rule.Therefore,it is easy for students to make errors in the process of using separable words.On the basis of ontological cognition,this article pays more attention to the errors of separable words and the important and difficult points in teaching.Separately interpret and analyze the collected errors of separable words into eight categories.We find that the error rate of commonly used separable words is relatively high,and they mainly focus on "should be separated but together"," the separation method is wrong " and other aspects,especially the " mishandle of parenthesis ",whether it is elementary or intermediate or advanced,is where the most errors occur.From the perspective of second language acquisition,the research explores the sources of errors,mainly including these factors: the negative transfer of mother tongue,the knowledge’s generalization of the target languages,the negative transfer of cultural factors,influence of learning strategies and communication strategies and external factors.Aiming at these difficulties in teaching,this paper holds that the teaching of separable words need be kept a watchful eye,starting from eliminating the evasive attitude of themselves and students,and avoiding theoretical differences in the teaching process,focusing on the use of separable words.In the above,follow the principle of combining before separating,step by step,and breakthrough one by one,according to priority,strengthen the contrast,and carry out the teaching of separable words in the context.