| Chinese idioms (hereafter refers to as idioms) is the most active, vivid part of Chinese vocabulary. It’s quite an important and special kind in the Chinese vocabulary. It’s the important way to raise the foreign student Trans-Culture human relations and the important method to disseminate the Chinese culture. Most of them can indicate the special custom, historic culture, society life etc. of Han ethnic group. It is easy to understand, short and refining, vivid contains, witty and humorous. Foreign students are very interested in idioms. But, due to its flexible structure, variability in semantics and euphemistic expressions, give students acquisition idioms have set up a lot of obstacles, there was a many errors caused by students in the use of idioms. Idioms teaching in the teaching of Chinese as a second language is effective means to promote the development of Chinese vocabulary teaching, is also an effective way to promote the development of teaching Chinese as a second language in our country. We should pay attention to the teaching of idioms, accumulate teaching experience, summed up the teaching method and improve the quality of teaching. Let the student through the study of idioms to understand Chinese characteristic of the social life, culture and customs, to promote the spread of Chinese culture. At present, the study of idioms are mostly concentrated on the research of ontology, combine idioms and the teaching of Chinese as a second language, there are few studies and therefore need to further expand the research and in-depth. This paper probes into50idioms of the outline for in-depth discussion and analysis.On the basis of Hu Yushu’s definition over them and Sun Weizhang’s analysis of their features, structure, classification, this dissertation will firstly do a whole overview of idioms from the definition, characters, structure, and classification and so on. In the next part, the dissertation will present a comprehensive analysis of the50idioms based on ontology research theory of idioms. We will analyze the structure of these idioms from the three aspects of phonetics, semantics and grammar. From the two aspects of semantic expression and grammar nature classified them. We will analyze the flexible variability of these idioms from the ability of add words, overlap and reverse order. And put these idioms in CCL corpus for the frequency statistics to test whether conforms to the social reality. Count and analyze the errors made by foreign students based on the two investigations of HSK dynamic composition corpus investigation and questionnaire investigation. Based upon our investigation upon those errors made by foreign students, we sum up four main types of idiomatic words application errors:errors in writing, errors in semantics, errors in grammar usage, and errors in pragmatics. To investigate why those errors arise, we find that those negative affect from their learning attitude, Learning strategy and communication strategy, negative transfer of mother tongue culture, negative transfer of Chinese language knowledge, teachers operating misconduct, and unreasonable choreography of books. At the end of the paper, we put forward some teaching suggestions from teaching strategies and teaching methods, on the basis of the investigation results and the analysis of bias condition. We suggest six workable and specific methods for teaching Chinese as a second language:to translate the idioms into other languages, to set the context, to explain the meaning in Chinese, action show, to probe the source of the idioms, and comparison method. And design a teaching plan for your reference. |
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