The Error Analysis And Teaching Countermeasures In The Acquisition Of Frequency Adverbs By Japanese Students At Intermediate And Advanced Levels

In modern Chinese and teaching Chinese as a foreign language,the number of frequency adverbs is not much.As an important subclass of adverbs,due to their own diversity and complexity,the usage and meaning of frequency adverbs are similar to each other in the process of use.The key points and difficulties in the teaching process.This article uses the seven frequently used adverbs "sometimes","occasionally","often","often","usually","always",and "always" as the research object of this article,through the bias of middle and senior Japanese students in the questionnaire.The analysis of the corpus and the analysis of the skewed corpus in the HSK dynamic composition corpus of the Northern Chinese language,we can find the types of errors produced by middle and senior Japanese students using seven frequency adverbs,and the reasons and reasons for the errors in the use of frequency adverbs.Laws and provide corresponding targeted teaching strategies,so as to have a more comprehensive understanding of the frequency adverbs of middle and senior Japanese students.The article is divided into six parts.The first chapter is a summary of the research on frequency adverbs.The main content of the review is the ontological research on frequency adverbs in China,as well as the research related to frequency adverbs in teaching Chinese as a foreign language,and analyzes the research status of frequency adverbs.The second chapter is the classification and definition of frequency adverbs and the study of three plane angles.Study the classification and definition of frequency adverbs and analyze frequency adverbs through three plane angles,which will provide a theoretical basis for studying the frequency adverb errors of middle and senior Japanese students.The third chapter is the investigation and study of the frequency adverb acquisition problem of middle and senior Japanese students.Through the study of the HSK dynamic composition corpus of Beijing Language and Culture University,andthe analysis of the biased corpus in the questionnaire,the types of bias are summarized.The fourth chapter is the analysis of errors in the acquisition of frequency adverbs for middle and senior Japanese students,the analysis of the types of errors and the reasons for the errors.The types of errors that middle and senior Japanese students have when acquiring frequency adverbs are mainly mis-addition,mis-generation,omission,and mis-order.The reasons for the errors are mainly studied from the perspective of students.The fifth chapter is about the countermeasures of frequency adverb teaching for middle and senior Japanese students.Regarding the errors in the frequency adverbs acquired by middle and senior Japanese students,we provide relevant teaching suggestions,hoping to provide a meaningful reference for teacher teaching and the study of middle and senior Japanese students.Chapter 6 is a summary of the full text.