Error Analysis And Teaching Strategies Of Foreign Students' Acquisition

In foreign language teaching, vocabulary teaching is an important part.Vocabulary teaching plays an important role in foreign language learning, in theactual communicative activities between the people in the organization of thelanguage, people will use the vocabulary. So for all in exchange for the ultimate goalof language learning, vocabulary learning has a crucial role. However, for mostChinese learners, Chinese words because of the lack of external marking, the vastmajority of Chinese words is unable to guess the meaning by the externalform.which requires learners to memory and understanding one by one, andtherefore the vocabulary learning has become a major challenge for Chineselearners.Affix by its own nature and characteristics, combined with the analogymechanism can be derived words, guess the meanings of the words with thesame quasi affixes, which can make the one part of Chinese word learning easier, andhelp them memorize vocabulary, expand their vocabulary. In thispaper, the properties and characteristics of "xing" as the example to describe quasiaffixes, combined with the research on the teaching material and the errors,andthe teaching of affix inquiry teaching.This paper is divided into seven parts, the following are the main contents ofeach part:Introduction:discussed the researchbackground, purpose and significance,theoretical foundation, research methodsand writing ideas in five aspects.The first chapter: an overview of ontology research and applied research resultsso far about the quasi affixes, found that the current research on the quasiaffix teaching aspects needs to be perfected.The second chapter: from define and word formation rules，taking "xing" asthe example,expound the nature and characteristics of the quasi affixes.The third chapter: distribution study quasi affixes in teaching materials andsuggestions for teaching in class affixes labeling problem. After the inspection，affix in teaching materials in teaching Chinese as a foreign language in seniorstage, quantity, and found that the quasi affixes in teaching Chinese as a foreignlanguage in the marking was incomplete, split, lack of sense taggingfriendship description of the problem, through the comprehensive annotationbased graphic method to solve.The fourth chapter: by searching the HSK dynamic composition corpus and dataanalysis, summed up the students in the class are the distinction of the Affix meaningand nonAffix meaning is not clear,the derivative containing quasi affixes ofspeech discrimination is unknown and unclear class affix rules of these three types oferrors, by analysis we found that the causes of the error shappens is because thecomplexity of affixes itself,insufficientteaching attention to affix degree and students’lack of corresponding Chinese cultural background knowledge,aiming at reasonswe give corresponding countermeasures in this paper.The fifth chapter: the emergence of teaching difficult, the choice of teachingmethods, students receive error poor three problems inquiry teaching strategies ofthe quasi Affix, finally put forward in line with the affix teaching strategies.Conclusion: summarize the content of each chapter, puts forward theinnovation and the deficiency.