| Learning Chinese has become increasingly popular all around the globe since China opened its doors and became an international trade country. Teaching foreign students how to use adverbs of time correctly has been a challenging part of the Chinese teaching and learning. Due to the complexity and unique feature of the adverbs of time, it is hard for the Chinese learners to master them easily during communication. Quite a few misused adverbs of time have been noticed among foreign Chinese learners. In this paper, I will discuss the effective teaching strategies on how to improve the way to teach adverbs of time properly in terms of my observation of misusing of adverb of time by Korean students.There are five parts in my paper as following:Part one:introduction.I will introduce the aim and rational of my paper in this part. I will be summarising the research findings of linguistic experts. I will go through the nature of adverbs that describe time while concluding why foreign learners often misuse these adverbs. In this part, I have also defined my research objects and scope. Hence I come up with my unique research method, strategies and the research resources needed for my research.Part Two:I have summarised all the types of the misused adverbs that describe time when Korean students learn Chinese. I have referred to Adverbs that describe time in the Language library of the Jinan University and I have also gathered and statistically analysed the information through the questionnaires from the Korean students.Part Three:In order to find out the reason why and how Korean students tend to misuse adverbs that describes time in the Chinese language, I have analysed and examined various areas such as mother language, objective language, teaching and learning environment, teaching materials and teachers.Part four:In terms of the statistically analysed results of the questionnaires, I have come up with the constructive suggestions on how to teach Chinese adverbs that describe time properly and effectively. Based on my suggestion, I have also discussed how to apply what I have summarised in practical teaching activities to enhance teaching Korean students to learn Chinese.Part Five:Conclusion. |
