Error Analysis And Teaching Advice Of Figurative Figures Of International Students

Figurative figures of speech is one of the oldest and most frequently used figures of speech.Learning figurative figures of speech well can make students’ expression turn from plain to vivid,from abstract to concrete,and from verbose to concise.However,due to the complexity of figurative figures of speech itself,international students often make mistakes in learning.Therefore,this paper,based on corpus,survey questionnaires,and interviews,takes Chinese figurative figures of speech as the object to examine the errors of figurative figures of speech of international students.On the basis,this paper puts forward targeted advice from three aspects: textbook,teacher and student.The full text is divided into six chapters:The first chapter is the introduction.This part introduces the reasons for selecting the topic and related research,explains the research significance and innovation points,and expounds the research ideas and research methods.The second chapter investigates and analyzes the errors of figurative figures of speech in the Global Chinese Mediated Corpus.This part counts the number of errors by figurative figures of speech type.Moreover,it classifies errors into four types: conceptual ambiguity,collocation errors,lexical errors and similarity errors.The third chapter carries out a questionnaire survey on the errors of international students’ figures of speech.On the one hand,this part verifies the error rate of error types of figurative figures of speech in the Global Chinese Mediated Corpus.On the other hand,this part quantifies the factors affecting students’ acquisition of figurative figures of speech through multiple difference tests and multiple linear regression.The fourth chapter summarizes the reasons for the errors of figurative figures of speech of international students.This part adds a survey of textbook and teacher to the survey of students’ errors.It finds that the main factors affecting figurative figures of speech acquisition are target language generalization,insufficient learning motivation and single teaching method,and secondary factors are negative mother tongue transfer,improper learning strategies,and improper programming of teaching materials.The fifth chapter puts forward teaching advice for figurative figures of speech.Combined with the results of questionnaire analysis and the results of textbook and teacher surveys,this part makes related suggestions from three aspects: textbook preparation,teacher teaching and student learning,and shows a lesson plan.The sixth chapter is the conclusion.This part summarizes the article and points out the shortcomings.