Error Analysis In Learing Chinese "Le" For Philippines Students

"Le" has always been difficult in teaching Chinese as a foreign language.How to combine the "ontology" and the teaching of Chinese as a foreign language is a question worth exploring in teaching Chinese as a foreign language.During the nine months of the Chinese language teacher volunteer in the Philippines,I found that Philippines,students would have wrong sentence.According to the information found,there are not many articles on the study of Philippines,students in this field.We have four Chinese teacher volunteers in one school and many local Chinese teachers.It is very convenient for me to check the textbooks,write the questionnaire and so on,which constitutes the reason for this topic.The data sources are mainly based on the "Chinese language textbooks in the Philippines," the knowledge of the questionnaire,and the Beijing Language and Culture University HSK dynamic composition corpus and the Zhongshan University interlanguage corpus and the Philippine Pasay Chung Hua Academy of Chinese students from one to four students.Philippines students acquire "the main" error type is the "wrong" and the use of errors,the error is due to errors and inter-language errors.The bias rate of the students in the primary stage is higher than that of the "error",and the bias rate of the students in the middle and higher stages is higher than that of the "leakage" The deviation from the deviation from the mother tongue to the target language is one of the rules of learners’ acquisition of Chinese.Chinese and middle school students learn Chinese time to grow,contact with the grammar knowledge is also extended,but they are not enough to refine the specific rules,the wrong form will increase,such as the wrong order,hybrids and so on.The innovation of this paper lies in the use of the latest materials combined with the corpus of the school to conduct a survey and analysis,the initial stage of the learners and middle and senior stage of the learners to do a comprehensive study of teaching strategies and recommendations.