A Study On The Error Analysis And Teaching Strategy Of "Fan’er" In International Chinese Language Education

“Fan’er” is a generally used word in contemporary Chinese language,and it is listed as a level C word in the “Chinese Proficiency Standard and Grammar Level Syllabus”.It is also of great practical value for international students to communicate in Chinese better.In the process of compiling the text corpora such as the HSK dynamic composition corpus of Beijing Language and Culture University,I found that foreign students are more prone to make mistakes in the output of “fan’er”sentences,for example,when they use "fan’er" sentences,they usually mix “fan’er” up with some other words such as “xiang fan” “er” “dan shi”and so on.The purpose of learning language is for communication.In the process of learning Chinese as the target language,in order to help foreign learners achieve a better acquisition effect about learning “fan’er”,the article,which is based on a new kind of teaching grammar named “Trinitarian Grammar” theory,analyzes the ontology of “fan’er”,and studies the biased corpora of international students.The article is divided into the following four parts in the main:The first part is the introduction section,which mainly introduces the reason for choosing the topic,literature review,research methods and research purpose,research highlights and innovation points,theoretical value,application significance and feasibility arguments,and the theoretical foundation of "Trinitarian Grammar",etc.The second chapter analyzes the structure,function and context of “fan’er”,which is based on the theory of “Trinitarian Grammar”,and discusses the formal structure,functional use and typical contexts of “fan’er” in three dimensions: :“what it is”,“what it should be used to do”,and “how to use it”.In the third chapter,the article sorts out the traditional types of errors of “fan’er”,and clears up the types of errors in the context of “Trinitarian Grammar”based on the statistics of the foreign students’ corpus at the same time.It is mainly divided into three categories: formal structure,functional use and typical context errors.On the basis of these three categories,the reasons for the formation of international students’ errors are also explored.The fourth part summarizes the teaching principles and strategies of “fan’er”in the context of “Trinitarian Grammar”,and it puts forward corresponding supplementary suggestions.The aim of it is to provide a more systematic and comprehensive approach to the teaching and learning of “fan’er”,as well as to promote the further scientific,rational and comprehensive teaching of “fan’er”to foreign students,and also to help them master the usage of “fan’er” better and apply it in practice suitably.The article hope to provide a more systematic and comprehensive approach for the process of teaching and learning of Chinese as a second language,in the meantime,it will be better if it can promote the further scientific,rational and comprehensive teaching of Chinese as a second language,and if it can help foreign students for grasping the usage of “fan’er”and apply it in actual communication.