Teaching Chinese As A Foreign Language Idioms Learning Errors Analysis

Chinese idioms as a generalization of the Chinese national spirit and themicrocosm, as a Chinese classical wisdom crystallization, contains extremely richhistorical and cultural connotation. In teaching Chinese as a foreign language,students learn Chinese idioms in improving their Chinese level, daily communicationis smooth and deep understanding of Chinese culture has the effect that cannot ignore.Chinese idiom is a emphasis and difficulty in teaching Chinese as a foreign language.This article through to the HSK dynamic composition corpus in investigation, designquestionnaire, induce students to learn Chinese idioms are written, semantic, syntacticand pragmatic errors from four respects, and analyze the reason of the bias, the last ofsenior students of idiom teaching material writing and idiom teaching puts forwardsome Suggestions.This thesis can be divided into six chapters.Chapter1: Introduction. Presented in this paper, the selected topic significanceand the importance of the study, in this paper, the corpus source and specific researchideas and methods, etc.Chapter2: Research status. Based on the investigation to the idiom researchstatus and research, analyzes the advantages and disadvantages and put forward thecorresponding Suggestions.Chapter3: The idiom teaching. Analysis to clarify the characteristics of idioms,idioms and idiom is the importance of teaching the specific reason for the difficulty.Chapter4: Analysis errors. Through the analysis of the errors of corpora,combined with the characteristics idioms, from types of errors and the teachingstrategy and learning strategy and so on several aspects carries on the detailedanalysis. Chapter5: Bias. Comprehensive above for the cause of errors types of statisticalbias and errors analysis, put forward the corresponding teaching Suggestions.Finally, by revealing the value of the epilogue part, ask questions and to reflecton, to establish the future research goal.