A Study On The Acquisition Error Of Adverb "Hen" Based On HSK Dynamic Composition Corpus

Compared with the various languages of Indo-European,Chinese adverbs are a special category,which can be considered as the syntactic component in the sentence and can be considered as a function word,such as adhesion.In view of this,adverbs have an important and special position in the Chinese system.Zhang Bin(2008)from the semantic point of view adverbs are divided into degree adverbs,range adverbs,time adverbs,modal adverbs,negative adverbs,modal adverbs six categories.Mr.Huang Lio Shedong(1991)is based on the meaning of table,table range,table time frequency,table,table positive negative,table mode modality,table tone,table Association eight categories;Wang Li(1943/1985:l31)the first to have no comparison of the object of this standard as the basis,The degree adverb is further divided into the relative degree adverb and the absolute degree adverb two categories.At the same time,Zhang Guibin(1997)distinguishes the two major categories of the relative degree adverbs from four different levels according to the level of degree of adverb degree.That is,the superlative,higher,comparative and lower levels of the adverbs of relative degree,the super Advanced,the extremely advanced,the inferior and the inferior level of absolute degree adverbs."Very" belongs to the second advanced class of absolute degree adverbs."Very" relative to other degree adverbs,the syntactic position is relatively flexible,the semantic expression has different levels,the high frequency causes the function and the subjective expression factor to be obvious,the usage is relatively diverse,this has certain difficulty to the learner’s mastery,it is easy to produce the error.The author inquires into the word "very" in BLCU HSK dynamic composition corpus,using the method of description and interpretation,error analysis and statistical analysis to analyze the "very" corpus in the HSK corpus,a total of 256 errors were directly retrieved,and the errors were screened and summarized in detail.This paper analyzes the causes of the errors,finds the teaching strategies with general suitability and regularity,and puts forward the relevant teaching opinions and suggestions.This research in the introduction part mainly is to this article topic selection reason and the related question research situation as well as the author’s research idea carries on the simple elaboration,this paper illustrates the present situation of "very" in ontology research and the research of clause,semantics and pragmatics in the study of the Second Language Acquisition(SLA)in three dimensions.At present,"very" in the ontology research results more,in the second language acquisition point of view is not comprehensive.Therefore,according to the corpus of HSK Dynamic composition Corpus,the author adopts the method of description and explanation to analyze the error of degree adverb "very",and makes a brief explanation of the theory and research method based on this paper.Based on the corpus of HSK,the author makes a mark and analysis of the three dimensions of syntax,semantics and pragmatics,and obtains the four categories of errors,errors,errors and mistakes in the second language acquisition.Learners are easily influenced by their native language in syntax,in order to enhance the tone and depth of the "very" overlap,resulting in a similar "* He died very painful" error,or caused the wrong order,in terms of semantics,the main analysis of the "very" degree of meaning and the degree of righteousness,X is usually an adjective or verb component and semantically has a certain degree of meaning,but in recent years X is a noun form "very +n" the acceptability degree is also more and more high,but the learner often based on the existing Chinese knowledge excessively expands the usable scope,produces the error.In Pragmatics,the study is based on the corpus,which can be used to mix the sentence patterns easily caused by learners.Through the careful analysis of the corpus,the author sums up the causes of the errors and puts forward the effective teaching suggestions and strategies for the learners to make a clear summary of the syntax rules and semantic features and the pragmatic rules.The author believes that the reasons for the formation of errors mainly include the following four aspects,that is,the knowledge of Chinese ontology is not proficient,the influence of negative transfer of mother tongue,the generalization of target language rules and the influence of learning environment,aiming at "very" teaching,the author puts forward some teaching suggestions,such as the emphasis of language contrast,the difficulty,the difficulties and the creation of scenes.Hope to be able to the second language teaching "very" teaching to be helpful.