A Study On The Ettots In Chinese Idiom Acquisition For Foreign Students Based On HSK Dynamic Composition Corpus

With the rapid spread of Enthusiasm in learning Chinese as a foreign languageglobally, more and more foreigners who are non-native Chinese speakers begin to learnand use Chinese. Chinese language as a heritage of traditional Chinese culturehighlights its unique cultural charm. In the rich Chinese language and culture, thereexists a special kind of words, with their neat structure, harmonious melody and deepconnotations, which attracts foreign students having great interests to learn as well asbecoming the focus and difficulty in their learning.The study, based on the Beijing Language University’s HSK dynamic compositioncorpus, focuses on the errors of foreign students’ idiom acquisition.117idioms in a newHSK outline (1-6) are the study scope. And100idioms used and their1688examplesentences are searched out and confirmed by the search way of "word query” while noexample sentences for another17idioms. Among them,565ones involving errors arechosen as the study subject. The types of all kinds of errors are analyzed and studied inthe Second Language Acquisition theory. Overt errors and covert errors are two types oferrors. There are five classes for overt errors, which are omission, addition,overrepresentation, misordering and blends while covert ones can be divided intosemantic, pragmatic and discourse errors in three main categories. Based on analysis ofthe error types, the paper discusses in details the idiom error causes, which are mainlyaffected by the negative transfer of the mother tongue, one of the target language, one ofcultural factors, learning and communication strategies, regional differences andlearning time and so on. On the above basis, the practical suggestions, in view of thepresent situation of current Chinese idioms teaching, are put forward such as advocatingthe hierarchical teaching, strengthening the grammatical and semantic function teaching,introducing cultural backgrounds and creating a good external environment etc. Theimportant implications in Chinese idiom teaching are presented as well.