Analysis And Teaching Suggestions On Idiom Acquisition Error Of Japanese Students Based On HSK Dynamic Composition Corpus

Chinese idioms are simple,concise,fixed in structure,vivid and interesting,with a strong individual character,and are a long-standing customary usage in the Chinese language.Idioms contain a variety of structures and have long been a key and difficult point to break through in Chinese language teaching.On the one hand,it can improve the quality of teaching and the learning level of international students,and on the other hand,as an important carrier of Chinese culture,national spirit and customs,teaching idioms well is of great value and significance to inherit Chinese culture and better promote Chinese language career internationally.Based on the "HSK Dynamic Composition Corpus",this paper uses the existing certificate levels as the criteria for classifying the students’ composition,makes detailed classifications under each level,and finally summarizes the analysis results and draws conclusions.This paper classifies and analyzes the forms of errors within the three levels of A,B and C.The errors are classified into four types: formal,semantic,syntactic and pragmatic,and the errors of international students’ idioms are classified into two categories: objective and subjective.The paper is divided into six chapters.Chapter one: Introduction.This paper mainly introduces the background,purpose and significance of the research,the current situation of the research,the object and method of the research,and the source of the material and the explanation of the treatment.Chapter 2: Summarize the definitions of idioms in each authoritative version of the textbook and summarize the definitions of idioms.The sources of idioms are organized according to the explanation of idioms in each textbook,and the characteristics and construction of idioms are elaborated and explained,and the idiom system is sorted out through this chapter.Chapter 3: Analysis of the corpus.According to the certificate levels obtained by international students taking the Higher Chinese Proficiency Test(HSK Advanced),the composition corpus of those who have obtained A,B and C level certificates are categorized and organized.The number and types of errors are summarized,and the errors are categorized and analyzed according to four types of errors: formal errors,syntactic errors,semantic errors and pragmatic errors.Chapter 4: Based on the resulting collated data,the causes of international students’ bias are analyzed from both subjective and objective aspects respectively.From the subjective point of view,the reasons include the idiom use strategies of international students and the teaching strategies of teachers,while from the objective point of view,the three aspects include the complexity of idioms themselves,the effect of native language transfer and the suitability of test questions.Chapter 5: Starting from the data obtained from the bias analysis,and relying on the causes of bias among international students,we propose suggestions for strengthening the teaching of idioms.Two main aspects are included,namely,teaching materials and teaching aspects.The teaching materials include the addition of supplementary materials in the classroom and teachers’ guidance on the use of tools,while the teaching aspects include the need for teachers to grasp the syllabus in depth and the need for teachers to pay attention to the findings of the bias analysis.Chapter 6: Conclusion.Summarize the whole text,point out the shortcomings and the future development direction.