The Acquisition Research Of Frequency Adverb For Teaching Chinese As A Foreign Language

As representing a kind of adverb things or actions occurring frequency, ModernChinese Frequency Adverbs is not only an important part of modern Chinese vocabulary t,but also the focus and difficulty in teaching Chinese as a foreign language.In the process ofusing frequency adverbs, because some adverbs of frequency in the syntax, semantics andusage has great similarity, Students are prone to confused, and often have bias. Therefore,this paper selected9frequency adverbs frome "Chinese Proficiency Test vocabularySyllabus"(Beijing language and Culture University Press,2000August Edition) gradevocabulary which students are difficult to learn and prone to have bias, and had a study ontwo aspects of ontology and application, came to some practical conclusions, in order toprovide certain value for teaching Chinese as a foreign language on frequency adverbsthrough the induction and the summary.The paper is divided into five chapters: the first chapter is the introduction, mainlyintroduced the reason and significance of the topic,research present situation and theInadequacies, and based on the previous research, the concept, scope and classification ofadverbs of frequency was determined, and defined the scope of this study and the datasource. The second chapter to the fourth chapter, we sudied three types of the frequencyadverbs from the whole. First, from the ontological study, as the basis of three plane theory,from the three aspects of syntactic functions, semantic features and pragmatic functions ofeach of the nine adverbs of frequency carried out a detailed investigation and analysis.Secondly, we choose some example sentences from "Beijing Language and CultureUniversity HSK dynamic composition corpus"424words in the corpus as a bias source,retrieval examples of errors students, through the establishment of the database, the adverbsof frequency acquisition condition of the students are analyzed, and on the basis of the errortheory, summed up the types of errors that students are easy to have, and analyside thetypes of errors. The fifth chapter, on the basis of the conclusions of previous text, analysisthe errors students easily caused, and proposed the corresponding teaching strategies to theteaching methods, teaching materials and teachers. Finally is the conclusion, summarizes the fulltext.