Error Analysis And Teaching Strategies Of The Adverb Of Degree "非常" Used By International Students In Chin

In recent years,under the background of the community of human destiny and the Belt and Road Initiative,“Chinese” has increasingly become one of the indispensable communication tools in the world.The number of people learning Chinese around the world is rising,“Learning Chinese” has once again become a hot topic.With the friendly exchanges between China and other countries in the world,the interest of Chinese learners in various countries is increasing,and the number of foreign students studying Chinese in China is also increasing.However,it will also produce some common problems.Because foreign students come from different countries,and Chinese belongs to ideographic characters,which is quite different from the phonetic characters of most countries,it also brings great obstacles to foreign students in different countries in learning Chinese.This also makes foreign students have some obvious errors in the process of learning Chinese.These errors have brought many inconveniences and troubles to foreign students in learning Chinese,greatly reducing their efficiency in learning Chinese,and sometimes even making them feel frustrated in learning Chinese,which will make foreign students lose interest in learning Chinese.It will also bring more obstacles to the work of international Chinese teachers.This paper searches for the error corpus of the degree adverb “very” in the “HSK dynamic composition corpus”,so as to analyze and explore,and find out the reasons for the errors of foreign students when using“very”,and put forward practical and targeted teaching countermeasures for the reasons.It is hoped that the corresponding countermeasures in this paper can provide some reference for international Chinese education and international Chinese teachers.At the same time,it can also enable foreign students to reduce errors,improve efficiency and increase interest in the process of learning Chinese,so as to make international Chinese education flourish.In the first chapter,this paper starts from the ontology knowledge of the degree adverb “very much”,starts from the grammatical level of the degree adverb “very much”,and goes deep into the syntactic and semantic level of the degree adverb “very much” to explain the ontology.Among them,the syntactic position,common collocation and syntactic characteristics of the degree adverb “very” in the process of use are analyzed in detail.At the semantic level,the degree adverb “very” is analyzed and interpreted in terms of function,characteristics and conditions of use.In the second chapter,the author collects all kinds of errors in the use of the degree adverb “very” by the relevant foreign students in the form of questionnaires in the HSK dynamic composition corpus(2.0)of Beijing Language and Culture University,and reads the books,finds the data,finds out the reasons for the errors of the foreign students,and summarizes the commonness and personality characteristics.The third chapter,through the causes of errors in the use of the degree adverb“very” by foreign students,practical and targeted solutions and teaching countermeasures are proposed,so as to provide some methods and suggestions for international Chinese teaching and contribute to international Chinese education.The fourth chapter summarizes the causes of various errors in the use of the degree adverb “very” by foreign students,and summarizes and analyzes the corresponding solutions.The author has carried out a teaching design for the degree adverb “very”,in which the teaching design focuses on the explanation of the degree adverb “very” ontology knowledge and the teaching methods used by teachers.The conclusion part summarizes the research on the use of the degree adverb“very” in the HSK dynamic composition corpus of Beijing Language and Culture University.