Adverb "only" Error Analysis And Implications

In the process of teaching Chinese as the second language, adverb acquisition is a difficult point to both students and teachers."cai" as one of the adverbs, is very likely to be misused by foreign students because of its complicated grammatical meanings. This phenomenon has aroused the attention of many researchers including Chen Xiao he, Bai Mei li, and Chen Li min. The previous studies on adverb "cai" are all conducted from the point of comparative analysis, and the writer tries to study the adverb "cai" from the teaching Chinese as a second language. Based on the analysis of real linguistic data in HSK Dynamic Composition Corpus, the writer classified the error types of adverb "cai", discussed the reasons behind the errors, and offered some pedagogical implications to Chinese teaching. The paper can be divided into four parts.The first part is the introduction. In this part, the author first illustrates the reason why this article is selected, and then summarizes the evolution of the usage of "cai"according to the time order; Then the author discusses the research status about "cai". In view to two angles, on the one hand, is the present situation of the research results about "cai", on the other hand is ontology research of "cai", and analyzes it by grammatical, semantic and pragmatic. And also the author has carried on a detailed instruction here about choosing the meterial of language and the research method. Finally the author states that this article is based on the theory of interlanguage hypotheses and theoretical to analyzes the errors of "cai".The second part is the error analysis of "cai". In this part, the writer retrieves134sentences from HSK Dynamic Composition Corpus for analysis, and summarizes the following three error types:missing, misusing and adding wrongly."Misusing" is found to have the highest frequency of occurrence, accounting for57%of the total, followed by "missing", and the one of the least percentage is "adding wrongly". Through analyzing the sentences, the error types and their occurrence percentages can be summed up, which helps teachers know the key points in their teaching.The third part is the reasons behind errors and some pedagogical suggestions. Combined with the error types, five factors are summarized by the writer, including L1transfer, over-generalization of purpose and rules, learning strategies affect teaching materials affect, and teaching method affect. Among these factors, the first two are internal factors, and the other three are external ones. By analyzing these factors, the writer gives some suggestions. Starting from two aspects of teaching materials and teaching methods, on one hand, the writer discusses the defects of the current teaching materials, and gives her won teaching design; on the other hand, the writer carefully sums up the practical teaching experience, and believes that comparative teaching and situational teaching are indispensable to classroom teaching and strengthening exercises help firmer grasp of knowledge acquisition.The fourth part is conclusion. This part affirms the value of the present study in teaching Chinese as the second language. However, the study also has some limitations, and deeper researches can be conducted to perfect the study.