Error Analyses And Teaching Strategies On Modality Adverbs Denoting "Subject Wishes" In TCSL

Modality adverbs have always been the difficulty of teaching Chinese as a foreign language.We find that the academic circles focus more on the semantic and syntactic study of a single adverb than on the systematic study.From the perspective of teaching Chinese as a foreign language,the study on the acquisition errors of modality adverbs denoting �Subject wishes� is less involved,and there are not many guiding suggestions.For the reason,it is quite necessary to study the modality adverbs denoting �Subject wishes� from the perspective of teaching Chinese as a foreign language.From the perspective of teaching Chinese as a foreign language,based on the relevant data obtained from HSK corpus and questionnaire survey,this paper investigates the situation of foreign students' mastery of the modality adverbs denoting �Subject wishes�,and puts forward some suggestions on the relevant teaching of Chinese as a foreign language.This paper consists of five chapters.The first chapter is the introduction.Starting from the reason of choosing the topic,this paper reviews and combs the previous studies while delineates the object and scope of this study,and puts forward the point of penetration as well as the research objectives of this study.At the end we briefly introduces the research methods and corpus sources.The chapter two makes an all-round study of the modality adverbs denoting �Subject wishes� from three aspects: semantics,syntax and pragmatics.After sort out the interpretation in the dictionaries,the thesis subdivides this type of adverbs into pi?npi?n,f?id?i,n�ngk?,zh?h?o and su?x�ng and respectively analyzes as well as summarizes the semantic feature and semantic structure of these five types.Syntactically,it summarizes the position of the modality adverbs denoting �Subject wishes� in sentences and some commonly used fixed collocations.In terms of pragmatic functions,it is concluded that the modality adverbs denoting �Subject wishes� category all have three basic pragmatic functions: expressing willingness,highlighting focus and connecting text.The chapter Three,based on the ontological analysis of the Chapter Two,investigates and analyses the errors of foreign students' acquisition of the modality adverbs denoting �Subject wishes� through a certain scale of questionnaires and the relevant corpus of HSK dynamic composition corpus.It is found that the errors of the modality adverbs denoting �Subject wishes� are mainly caused by the confusion,the misplacement and misuse of related collocations,the omission or incorrect addition of the modality adverbs denoting �Subject wishes�,etc.We believe that the possible causes of these errors are the negative transfer of the learners' native language,the generalization of the rules of the target language,the misleading learning strategies and teaching,etc.The chapter four,based on the conclusions of the previous chapters,puts forward corresponding suggestions and opinions on the teaching and textbook compilation of the modality adverbs denoting �Subject wishes� in TCFL.The fifth chapter is the conclusion,which combs and summarizes the results of this study,and points out the problems and shortcomings of this paper.