Error Analysis And Teaching Suggestions For Bangladeshi Students’ Chinese Structural Auxiliary Word "的"

This article firstly sorts out the ontological research of structural auxiliary word "的" and the study of teaching Chinese as a foreign language,which mainly includes the research of historical evolution,the point of view,the study of grammatical function,and the study of the law of appearance.Finally,from the perspective of the country of study,the method of research,and the source of the corpus of the research,the researchers’ research is analyzed,the advantages and disadvantages of the existing research are analyzed,and the direction of continued research is proposed;then based on the self-built corpus analysis of Bangladeshi students The usage patterns and structural errors of Bangladeshi students in the construction of auxiliary words are collected and sorted according to the written corpus of Bangladeshi students,and they are divided into elementary,intermediate,and advanced according to Chinese language level.Refer to the academic error analysis for the types of errors The summary of this article,combined with the research status of this article,summarizes the types of errors used by Bangladeshi students in using the structural auxiliary word "的" as follows: the mispronunciation of the structural auxiliary word,the omission of the structural auxiliary word,the incorrect addition of the structural auxiliary word,and the wrong order of the structural auxiliary word.In the primary stage,the error types of the structural auxiliary word "的" in Bangladesh are mainly "Misgeneration" and "Mistake",followed by the "missing" error type;in the "Misgeneration" error type,the main It is a mispronunciation of structural auxiliary words "的" and structural auxiliary words "地" and "得".From the perspective of the distribution of the types of errors,when the attributive types are adjectives and verbs,the structural auxiliary words "的" are very prone to mispronouncement.;And when the attributive type pronoun,the structural auxiliary word "的" is very easy to produce mistakes,the omission of the structural auxiliary word "的" is mainly concentrated in the "very + adjective" structure as the attributive.In the intermediate stage,the error rate of the structural auxiliary word " 的" in Bangladesh has dropped significantly.The types of errors are still mainly "misgeneration" and "mistakes",and there are fewer types of errors in "misorder" and "missing";In the "misgeneration" bias type,it is mainly the misplacement of the structural auxiliary words "的" and the structural auxiliary words "地" and "得".From the distribution of the types of errors,when the attributive type is one of adjectives and verbs When the structural auxiliary word "的" is very prone to mispronouncement;when the attributive type is a pronoun attributive,the structural auxiliary word "的" is very prone to misinformation.In the advanced stage,the main types of errors for Bangladeshi students are "Misgeneration" and "Misappropriation".Among the "Misgeneration" errors,they are mainly the structural auxiliary word "的" and the structural auxiliary words "地" and "得" "","Misgeneration" bias type mainly occurs in example sentences where "degree adverb + adjective" is attributive,and "Mission plus" bias type mainly occurs in example sentences where subject-predicate phrase is attributive.When attributive types are adjectives and verbs,Bangladeshi students are prone to "mispronounced" and "missing" bias types,while when attributives are pronoun and attribute attribute attributive types,they are prone to "mistake plus" bias types.The difficulty of studying for the international students at the elementary and intermediate levels is when the attributive types are adjectives,verbs,pronoun and attribute attributes and the structure of "very + adjective" as the attributive,while for the advanced level Bangladeshi students When "degree adverb + adjective" and subject-predicate phrase are attributive,it is easy to make mistakes,which is the difficulty of learning.The research in this paper believes that the reason for the "missing" of the structural auxiliary word "de" is due to the negative transfer of the mother tongue,while "mis-addition" and "mis-generation" are the excessive generalization of the target language rules."Is the reason why foreign students often make mistakes in "adding mistakes".The deviation rule of the structural auxiliary word "的" in Bangladesh is similar to other native speakers and has certain characteristics.In response to the above-mentioned deviation laws and learning difficulties,this article puts forward some corresponding teaching suggestions.In the initial stage,Bangladeshi students are greatly affected by the important mother tongue-English,so we must strengthen the comparison between Chinese and student mother tongue-English,let Students understand the difference between the target language and the mother tongue to avoid the phenomenon of negative transfer;the "misgeneration" bias type is the type of bias that runs through Bangladeshi students’ Chinese learning throughout.The structural auxiliary words "的" are easy to match with "地" and "得" Misgeneration occurs,so teachers should explain the difference in usage of structural auxiliary words "的","地" and "得" to students in teaching,to avoid the occurrence of "misgeneration" errors,you can use formulas to present structural auxiliary words intuitively.The use of "",and then use the communicative method to practice and consolidate,to change the wrong perception of the use of structural auxiliary words "" in the mind.In addition,teachers can cultivate students’ sense of language,and students can intuitively use the structural auxiliary words "" Judgment of rules to improve teaching efficiency and reduce the occurrence of errors.