"时" And "时候" Errors Analysis Of Foreign Students

In most of Chinese dictionaries,“时”and“时候”are synonymous. To a certainextent, it will lead to confusion of learners. In Chinese ontology research, there aremany research results on “时”and “时候” respectively. But I noticed that, studiesinvolving discrimination of the similarities and differences between the two are rare,and rarely even mentioned. The scholars usually regard these two words as can bereplaced,but actual errors of foreign students remind us of this issue can not be ignored.So this article takes a combination of qualitative and quantitative methods, on the basisof previous studies, discusses the semantics, syntax and function of “时”and “时候”.Try to summarize the similarities and differences of “时”and “时候”from views oflanguage style, grammar, and voice.“时”and “时候”,they are a pair of synonyms whichcontains the same morpheme. When foreign students use them, it’s easy to generateerrors.This article collects data related to modern Chinese corpus and errors corpus onbasis of The Peking Contemporary Chinese Corpus and The Beijing Language andCulture University HSK Dynamic Composition Corpus, and do mathematical statisticsand analysis including frequency analysis, the correct using dynamic statistical analysis,errors statistical analysis, errors type analysis and so on. This article uses charts andfigures as aids to analyze and demonstrate. Because “时” and “时候” are usedfrequently, they become the focus of the teaching of Chinese as a foreign language.However, according to the statistical analysis, with the gradual strengthening of thecapacity of Chinese, the errors rate of learners is gradually decreased. From this, it canbe seen that “时” and “时候” are not the difficulties of teaching. It can be effectivelyavoided. Main reasons of these errors are the negative migration of the native language,the rules of the target language generalization, teaching misleading and communicationstrategy and so on. According to the above main reasons, the advices on teachingChinese as a foreign language as following: Firstly, continue to deepen and improve thestudy of modern Chinese ontology. Secondly, strengthen the awareness of the Chineseand other languages contrast. Thirdly, fully guarantee the quality of teaching materials.At last, use reasonable Teaching methods.In addition, the deepening body of the time word research is the basis for teachingChinese as a foreign language. Teachers must constantly cultivate the awareness and ability of comparative analysis of the time word in Chinese and other languages.Teachers should make use of the most appropriate teaching methods, actively introducechunk teaching mode, so that students can learn and master Chinese more effectively.The preparations of textbooks, dictionaries and outline should be treated with caution bywriters of textbooks, dictionaries and outline, especially in the explanation of newwords, the choice of texts, the explanation of grammar points and the design ofexercises. It can guide the learners to learn Chinese better.