A Study On Foreign Students’ Acquisition Of Verb-preposition Words

The verb-preposition words belongs to the two categories of notional word and function word.The relationship is very complex between verb and preposition.Therefore,the verb-preposition words has become a difficult problem for teaching and learning in Teaching Chinese to Speakers of Other Languages.In this paper,“对”“通过”“向”“在”are chosen as the object of study.On the basis of the study of the ontology of verb-preposition words,this paper analyzes the acquisition of foreign students,sums up the reasons for the errors,besides puts forward some pertinent teaching suggestions according to the investigation contents of the syllabus and teaching materials.Firstly,according to the relevance between the meaning of verbs and prepositions,the four verb-preposition words are divided into the object-medium category and the spatiotemporal orientation category.This paper discusses the verb meaning and the preposition meaning of the verb-preposition words,analyzes the syntactic function of the verb and the preposition respectively,and compares and analyzes the similarities and differences of the verb and the preposition syntax.It is found that they have something in common:whether as a verb or as a preposition,“对”“通过”“向”“在”can all have a noun object,“对”,“向”and“在”can all take the place object,and“对”“向”can be followed by“着”.The differences are as follows:the syntactic positions,the syntactic elements in the sentence,It can be modified by different types of adverbs,and the fixed frame structure.All of the above can help us to understand the verb-preposition words more clearly and comprehensively.Secondly,through the investigation of native speakers and foreign students,and the analysis of foreign students’ correct use cases,we find that the prepositional part of speech is the dominant part of speech,the semantic usage of verbs by foreign students is relatively unitary,and the frequency of using verbs by foreign students is lower than that of native speakers,and the frequency of using prepositions is higher than that of native speakers.Based on the investigation of the verb-preposition words in the syllabus and textbooks,we can find that these phenomena are closely related to the lack of explanation and practice of verb usage in the textbooks and the teachers’ emphasis on teaching the usage of prepositions.In the analysis of the use cases of student errors,the omission is the most,followed by the misrepresentation,misaddition and the wrong sequence,and the blends is the least.The omission errors can be divided into:The omission of the verb itself and the dynamic auxiliary words;the omission of the preposition itself,the frame of the preposition and the object in the prepositional phrase.The main misrepresentation errors are:between verb and prepositions,between verbs and other verbs,and between different prepositions.The errors of false addition mainly include:false addition of preposition,prepositional frame and auxiliary word“了”.In the error of order mainly for:preposition and introduced object,subject,verb position of the wrong order.and the wrong order of the preposition“在”as an adverbial of time and place,and the wrong order of the preposition“在”as an adverbial of time and place.In the blends,there are mainly:the hybridizing of omission and the wrong,the blends of omission and redundancy.The main causes of errors are:1.Inter-language transfer,the influence of negative transfer of students’ mother tongue;2.Intralingual generalization;3.Inductive errors;4.Spontaneous errors.And starting from the similarities between these verb-preposition words and combining with the interlanguage corpus,compare the verb-preposition words“对”“通过”,“向”,and“在”,and summarize their acquisition rules.Finally,through the investigation of the syllabus and the textbook,it is necessary to mark and explain the verb-preposition words clearly in the syllabus and the textbook,and it is suggested to add various exercises specially for the verb-preposition words in the textbook.In teaching,it is suggested that the theory of verb virtualization should be used properly;and the comparative analysis method should be used;pay attention to the use of typical context and teaching step by step.