| With the implementation of the foreign cultural exchange policy,China has become more and more closely connected and frequent exchanges with other countries.Many Chinese learners who learn Chinese as a second language also come to China to study and develop.Chinese also arouses the interest of many foreign students because of its charm.Therefore,studying the Chinese acquisition level of these learners in the Chinese environment has become the focus of Chinese as a foreign language research in recent years.Vocabulary is an important cornerstone of the Chinese framework,so Chinese vocabulary teaching has become an important part of teaching Chinese as a foreign language.The improvement of TCFL vocabulary teaching is based to some extent on the study of vocabulary learning errors of international students,which is the main content of TCFL vocabulary teaching research at present.There are many ways to classify Chinese words,including nouns,verbs,adjectives,adverbs and so on.Each of these can be divided into other subclass according to different theories and methods.In this paper,Chinese verbs are selected for research.As the core of sentences,verbs are of great significance.In the aspect of second language acquisition,the teaching of Chinese verbs as a foreign language is also a hot spot for research.The author focuses on the bivalent verbs,which are a kind of verbs separated after pricing verbs according to the valence theory.Other valence verbs include zero valence verbs,one valence verbs and three valence verbs.The most important characteristics of bivalent verbs are their large number,widespread usage and simultaneous connection of two argumentative elements.They are the frequent occurrence of errors to learners’ vocabulary learning in second language and have unique research properties.Research of this paper is focused on the acquisition of second language learners of bivalent verbs errors,first of all,on the paper used in research of theory knowledge,such as the interlanguage theory,the valence theory,and briefly expounds bias analysis theory and so on,and then choose bivalent verbs of Chinese proficiency vocabulary and grade outline Chinese characters as the research object,Classify the selected bivalent verbs according to their relevant characteristics.Then,these verbs are classified and retrieved in HSK dynamic composition corpus,and the collected errors of L2 learners are summarized and sorted out.Then the reasons for the occurrence of errors are discussed based on the theories and conditions of various aspects.Finally,according to the causes of errors,relevant strategies for teaching bivalent verbs in Chinese as a foreign language are proposed. |
