A Comparative Study Of "once" And "already" From The Perspective Of International Chinese Education

The time adverbs“Cengjing(??)”and“Yijing(??)”are frequently used in Chinese.They have similar meanings and rich functions.They are one of the key and difficult points for foreign students in Chinese learning.Comparative study of“Cengjing”and“Yijing”from the perspective of Chinese international education can not only improve teaching efficiency,help international students reduce errors and make detours,but also enrich and explore vocabulary research for Chinese international education.The corpus analysis found that“Cengjing”as an adverbial modifier frequently modifies persistent verbs,and secondly modifies adjectives,and can also modify nouns as attributives;the modifier components of“Yijing”as adverbial modifiers from high frequency to low frequency are verbal components,adjective components,quantitative phrases and noun elements containing the nature of transition."Cengjing"and“guo₂(?₂)”are frequently matched to express a description of past experience,and it can also be used with“le₁(?₁)”to express actions that occurred in the past and the matter has ended,and the sentence has a conclusive meaning;“Yijing”high-frequency collocation with“le₁”,expresses the completion or realization of the action,and when paired with“le₂(?₂)”,the sentence has continuous meaning when paired with“le₂”,and a small amount is matched with“guo₁(?₁)”,the sentence has the meaning already,which means that the action is over at the moment of speaking.Judging from the error corpus of the time adverbs“Cengjing”and“Yijing”in the HSK dynamic composition corpus,the highest error rates of“Cengjing”and“Yijing”are misusage errors,mainly including confusing“Cengjing”with“Yijing”,wrongly replacing“Cengjing”and“Yijing”with other adverbs of time,and misusage between“le”and“guo”with high-frequency collocation of“Cengjing”and“Yijing”.In addition,there are also the errors of omitting or mistakenly adding“Cengjing”and“Yijing”or other elements that are matched with“Cengjing”and“Yijing”,as well as the wrong sequence of“Cengjing”and“Yijing”in the sentence.The main reasons for the errors are:the grammatical and semantic functions of“Cengjing”and“Yijing”are relatively complicated,the training for the analysis of similar time adverbs in the textbook is insufficient,and the target language rules are generalized.In the process of teaching Chinese as a foreign language,the suggestions are as follows:(1)Teachers should carefully grasp the grammatical,semantic,and pragmatic characteristics and the similarities and differences of“Cengjing”and“Yijing”,and strengthen the“Cengjing”and“Yijing”in combination with after-class exercises.Comparative analysis to help second language learners better understand and use time“Cengjing”and“Yijing”;(2)Textbooks should strengthen the interpretation of“Cengjing”and“Yijing”to enrich the types and content of exercises after class;(3)Students should learn actively,actively correct their mistakes,and continuously improve their ability to use Chinese.