Error Analysis And Teaching Strategies Of "经历 And 经验" From The Perspective Of TCFL

Notional words account for a large proportion in modern Chinese vocabulary,which is the largest number of parts of speech.There are a large number of notional words,but the combination of morphemes,word formation,is limited and reusable.In this case,language users often confuse words with similar pronunciation or shape,how to distinguish the notional words accurately has become a difficult point in TCFL.This paper is divided into seven parts:introduction,the difference between“经历”and“经验”,“经历”and“经验”error statistical analysis,“经历”and“经验”error type analysis,“经历”and“经验”error reason analysis,confusing words teaching strategy and conclusion.The first part is the introduction.It is explained from six parts: corpus,research methods and research methods.The second part is the difference between“经历”and“经验”.This part is a review of the traditional Chinese language research,mainly from the perspective of word meaning and grammar to distinguish“经历”and“经验”.The third part is the error statistical analysis of“经历”and“经验”.Based on the data from HSK corpus and Ji’nan University interlanguage corpus,this paper tries to find out the reasons for the substitution and substitution errors of“经历”and“经验”,screen out the high-frequency confusing phrases of these two words,and verify whether foreign students’different nationalities have an impact on mastering the words“经历”and“经验”.The fourth part is the error type analysis of“经历”and“经验”.On the basis of the specific corpus in the corpus,the error types of“经历”and“经验”are divided into six types:word misaddition,word fragmentary,word mixing,improper collocation,word order error and sentence pattern hybridity.The fifth part is the error reason analysis of“经历”and“经验”.Based on the results of ontology research and corpus big data analysis,we can find out the reasons from six aspects:the confusing factors of“经历”and“经验”,the negative transfer of mother tongue,the generalization of target language rules,the lack of language sense,the improper communication strategies and the limitations of textbook compilation.The sixth part is the teaching strategy of confusing words.Mainly from the three elements of teaching: teachers,students and media,three levels of analysis,obtained guidance suggestions.The seventh part is the conclusion.This paper summarizes the research results of this paper and points out critically what room this study can improve.