A Research Of The Mistakes And Observation Of Foreign Students’ Acquisition Of Monosyllabic Adverbs With Meaning Repetition

The teaching of adverbs is an important part of teaching Chinese as a foreign language. As a kind of function word, adverb usually has abstract meanings, and is more difficult to explain compared with the explaining of notional words. Thus it becomes difficult for foreign students to understand and grasp adverbs fully and mistakes are made. The study of this part is the difficulty and emphasis. Based on the foundation of summarizing previous adverb research findings and according to the HSK Dynamic Composition Corpus by Beijing Language and Culture University and the self-made questionnaire, the paper takes a relevant research and analysis into the errors in foreign students’ learning of repeated-meaning monosyllabic adverbs. The paper also takes a discussion about the origins of the errors from different perspectives and puts forward suggestions for adverbs teaching in the process of teaching Chinese as a foreign language according to the paper’s research and study.The paper consists of five parts as follows.Introduction part:In this part, the significance and purpose of the study are introduced, as well as the corpus source. It briefly expounds the research ideas and methods of the paper. The research review of the current repeated-meaning monosyllabic adverbs includes two aspects of relevant ontology study and the study of teaching Chinese as a foreign language.Chapter One firstly takes an observation of the definitions of four Chinese adverbs of "再", "又", "也" and "还" in the dictionary, and by referring to the previous study findings, the paper takes a preliminary analysis into the differences in these four adverbs. Besides, this chapter will analyze and discuss the usage differences of the four Chinese adverbs.Chapter Two is the acquisition errors analysis of the continuous time adverbs of "再", "又", "也" and "还". By summarizing the HSK Dynamic Composition and the questionnaires, the author collects the errors in the foreign students’ acquisition of continuous time adverbs, providing grounds for the later analysis into error categories and reasons from deeper perspective. The reasons of the errors making are analyzed, and the conclusions are finally drawn.Chapter Three puts forward some coping strategies for the foreign students’ acquisition of continuous time adverbs.Conclusion part:This part summarizes the main conclusions of the paper and points out the innovations and insufficiencies of this paper.