Error Analysis Of The Misuses Of The Chinese Prepositions "?????" By Tunisian Learners Of Chinese

Under the guidance of the interlanguage theory, and based on results of questionnaire survey and corpus data, this thesis is an error analysis of Tunisian learners' misuse of Chinese prepositions in an attempt to find the general rules and characteristics in their study of the Chinese language. Through error analysis, we classified the major types of errors, the most frequent errors by Tunisian learners and causes of such errors. We also proposed some countermeasures from different points of view for improvement of teaching.In the part of Introduction we first present a general review of relevant researches of error analysis and their findings, and then the significance and value of our present research, its theoretical basis, scope of our research and methodology.Chapter One is a discussion of the errors we collected, including the collection of the errors and their classification. We analyze and correct each type of error according to results and findings of recent studies of Modern Chinese. We find that the errors frequently made by Tunisian learners in learning Chinese prepositions can be classified into four types: omission, redundancy,misplacement and wrong choice of prepositions. Among these four types, we found that wrong choice of prepositions is the most widespread.In Chapter Two we made individual case analyses of “?,?,?",the three most frequently used ones among the Chinese prepositions used by Tunisian learners, and found out some major causes of the errors.Chapter Three is a summary of the various causes of errors: negative transfer of the learners' native language, the learners' limited knowledge of the target language, insufficient guidance of the teacher, the learners' method of learning,method of communication, attitude of learning, teaching materials and references . etc. Among these, negative transfer of the learners ' native language and insufficient guidance of the teachers are the major causes of the errors.In the part of Conclusion we proposed some countermeasures from different points of view for teaching improvement including, proper usage of the positive transfer of the learners' native language, proper usage of contrastive analysis between Chinese and the learners' native language, providing more teachers guidance in the process of teaching, improving the quality of textbook compiling and relevant researches in this field, and helping the learners to adopt learning methods suitable for themselves.