A Study On The Errors Of "Conjecture" Modality Adverb Among Middle And Advanced Chinese Learners Whose Mother Tongue Is English

"Conjecture" modality adverbs are a type of words with strong Chinese expression,and they have always been a major and difficult point in teaching Chinese as a foreign language.This article selects eight "Conjecture" modality adverbs,"huo xu","ye xu","kong pa","da gai","da yue","hao xiang","si hu" and "fang fu" as the research basis.Analyze its nature and characteristics from three aspects: semantics,syntax and pragmatics.Due to the empty meanings,complex syntax and diverse pragmatics of "Conjecture" modality adverbs,intermediate and advanced Chinese learners whose mother tongue is English will have various errors in their use.Therefore,we use questionnaire surveys and case interviews to summarize the types of errors from the error corpus,and analyze their causes.We put forward targeted teaching strategies based on the causes of errors in order to help them better master the "Conjecture" modality adverbs.This article is divided into six parts:The first part is the introduction,including the reasons for the topic selection,research summary,research methods,and corpus sources.The second part is the ontology research of "Conjecture" modality adverbs.Systematic research is carried out from three aspects: semantics,syntax and pragmatics.In terms of semantics,the semantic features of these eight "Conjecture" modality adverbs can be summarized as [+predictive],[+subjective],[+euphemistic] and[+uncertainty].Their semantic differences are the subjective and objective basis of speculation and the different degree of expression.In terms of syntax,when predicate verbs belong to mental and perceptual verbs such as "speak,feel,think",they can only be located in object clauses.In terms of syntactic collocation,the collocation of willing verbs,quantifiers,and judgment verbs "shi".In terms of continuous use,when used continuously,the stronger the subjectivity of the "Conjecture" modality adverb,the closer it is to the center of the predicate.Can be used intermittently with other types of adverbs.In terms of co-occurrence,it can co-occur with other types of tone adverbs.In terms of pragmatics,in the selection of sentence types,only "da gai,da yue" are used in specific question sentences that express estimates of time and quantity.Only "hao xiang,si hu,fang fu" were used in specific interrogative sentences that asked about the development of events.Only "hao xiang,si hu" are used to express positive and negative questions in speculation.In terms of pragmatic function,they have the function of subjective evaluation,moderating tone and highlighting focus.The third part is the investigation of the learning situation of modality adverbs of "Conjecture".Questionnaire surveys include usage surveys and test surveys.The results of the usage survey are divided into four areas.In terms of mastering the situation,the "da gai,da yue" cognitive status is average,and the "si hu,fang fu" cognitive status is not good.In terms of learning strategies,in cognitive strategies,the use of memorization,visual association,and retelling strategies of fine processing strategies are used to participate in multiple sensory strategies.In the metacognitive strategy,use planning strategy and monitoring strategy.In terms of resource management strategies,use executive assistance and instrumental assistance.In terms of learning attitude,48.17%of people don’t pay attention to this kind of words,and 38.05% have poor learning results.In terms of teaching effect,41% of people think that the teacher’s teaching level is average,and Chinese learners tend to accept the use of listening and speaking,reading,communicative and translation methods to teach "Conjecture" modality adverbs,and the teaching methods are comprehensive.The test survey results are divided into two parts.The first part is that Chinese learners with different Chinese learning time are not good at some Chinese knowledge,and there is no positive correlation.The second part is that there is a positive correlation between different levels of Chinese and the average correct rate of answers.The results of the individual case interviews are divided into Chinese learners,Chinese teachers,and textbooks.The fourth part is the types and causes of errors.The types of errors are omission,misuse,incorrect addition,and out-of-sequence errors.The omission-type error includes the omission of "Conjecture" modality adverbs and omissions.Misuse-type errors include misuse caused by insufficient semantic understanding,misuse caused by incomplete grasp of syntactic rules,and misuse caused by insufficient grasp of sentence types.Mis-addition errors include incorrect additions caused by inadequate semantic understanding and incorrect additions caused by incomplete selection of sentence types.Misordering errors include collocation with verbs that can be willing,"shi" with judgment verbs,collocations with other adverbs,and collocations with adverbs of other modalities.Based on the types of errors,we summarized the causes of errors from four aspects,which are the negative transfer of mother tongue,insufficient knowledge of the target language,the influence of learning strategies and communication strategies,and the influence of external learning factors.In the negative transfer of mother tongue,the meanings of "Conjecture" modality adverbs in English and Chinese are "many-to-one",the rules of syntactic combination of "Conjecture" modality adverbs in English and Chinese are inconsistent,and the functional usage habits of "Conjecture" modality adverbs in English and Chinese are inconsistent.Create a bias situation.In the inadequate mastery of the target language knowledge,they may make mistakes due to inaccurate semantic understanding,incomplete mastery of syntactic rules and insufficient mastery of sentence types.In the influence of learning strategies,they are biased due to inappropriate cognitive strategies,irrational metacognitive strategies and insufficient resource management strategies.In the influence of communication strategies,they use avoidance strategies and achievement strategies,which is not conducive to the use of "Conjecture" modality adverbs in second language communication.In the influence of external learning factors,in terms of textbooks,the English annotations and Chinese explanations of the textbooks are not comprehensive,the design of exercise questions is insufficient,and the recurrence of "Conjecture" modality adverbs is not high,leading to errors.On the part of teachers,inappropriate teaching concepts and behaviors lead to biases.The fifth part is the teaching strategy of "Conjecture" modality adverbs.For the negative transfer of mother tongue,it is necessary to pay attention to the comparative learning of English and Chinese word meanings,to emphasize the order conversion of English and Chinese,and to distinguish the functional differences between English and Chinese by using example sentence translation.In view of insufficient knowledge of the target language,it is necessary to use intuitive diagrams to distinguish words,to use distinctive means to deal with syntax problems,and to use the methods of filling in the blanks and correcting errors for sentence type selection exercises.In view of the influence of learning strategies and communication strategies,it is necessary to strengthen the use of learning strategies,reduce the use of avoidance strategies and appropriately use achievement strategies.In view of the influence of external learning factors,it is necessary to improve the compilation of teaching materials,update teaching concepts and change teaching behaviors.The sixth part is the conclusion,which summarizes the core points of this article.