Modal Verb Error Analysis For Chinese Learners Of Madagascar

By the Confucius Institute Chinese professional sophomore student Yu Saiyamessiah remarkable achievements in China "Chinese Bridge" competition, brought toa climax Madagascar learning Chinese.Taking the theory of constructivism as thetheory base, However, in actual teaching, due to the Chinese teachers limited degreeon the the local Malagasy、French so often encounter many problems in theclassroom.Modern Chinese modal verb is one of the foreign Chinese learners to master thebasic grammar points, but for them, these words are more difficult to master,Madagascar students in the modal verb learning is often a variety of problems. Inorder to understand the students Madagascar modal verb acquisition and help themmore effective learning modal verbs, proceed from the perspective of error analysis, amore detailed analysis of the junior high school level Madagascar students to useChinese Modal Verb "was the, the courage, will, may, can, can, can, like, should, like,Ken, should, should "learning situation and the cause of bias. The purpose is to betterassisted teaching, the development of targeted teaching measures to improve teachingmethods.In this paper, using the questionnaire method, which uses the form of aquestionnaire allowing students to choose, judge, sentence. And collection of naturalcorpus of students in the teaching process. The subjects of the investigationMadagascar Confucius Institute Chinese students of undergraduate classes. Receipt ofthe corpus in Chinese grammar errors analysis of the fundamental principles under theguidance of the collected questionnaires and natural corpus classification of induction.The analysis is from the point of view of the Modern Chinese Grammar AuxiliaryVerbs of some of the specific conditions of use are summarized and compared, as wellas comparative analysis of the Han, law, horses can modal verbs.Mistakenly carried out a similar analysis of the collected partial to explore thethe bias causes of, and pointed out that the Negative Transfer this main reason, thereare such negative transfer of knowledge of the target language, CommunicationStrategies learning strategy, teachers, teaching materials such as other reasons.Finally, the analysis to find out why, combined with the actual teaching ofMadagascar, the teaching of the Auxiliary Verbs made some suggestions from adifferent perspective, I hope these recommendations to help improve teaching effectiveness, Madagascar students to improve students’ learning efficiency. Also hopethat these analyzes can contribute to the development of Teaching Chinese as aForeign Language.