Errors Analysis And Countermeasures About The Subject-predicate Idiom Acquisition Of Foreign Students

Chinese idioms are concise,comprehensive and vivid.They are the gems and cultural treasures created by Chinese laboring people for millennia.At the same time,they are also the key and difficult points after the advanced stage of vocabulary teaching in Teaching Chinese as a Second language(TCSL).Since the21 st century,the combination of idioms and TCSL became more intimate,but there are seldom to study the idioms teaching from grammatical structure.Therefore,this thesis only took subject-predicate idioms as the research object,based on the idioms of Chinese Proficiency Test Syllabus,HSK Standard Course,Boya Chinese,Developing Chinese series textbooks,made systematic analyses about the errors of foreign students,and gave some countermeasures and suggestions.This thesis is divided into four chapters:The first chapter is the introduction,mainly introduced the reason and significance of the research,research status,research scope and research methods.The second chapter is the statistics and data analyses of the subject-predicate idioms.First,calculated the number and proportion of subject-predicate idioms in the above textbooks,and then divided them from form,semantics,grammar and pragmatics.In form,they are divided into four types: "2+2","1+1+2","1+3" and "2+1+1",summarized the quantity and characteristics of each type accordingly.Semantically,it is divided into additive type and fusion type,and given the corresponding examples.Grammatically,marked out their syntactic functions in sentences and made a conclusion.In pragmatics,this paper investigates these idioms from the pragmatic category and emotional color,classified them into four categories: person,matter,environment and time,and then marked the emotional color of each idiom.The third chapter is errors and the reason analysis,analyzed the reason of the errors sentences respectively from the form,semantics,syntax,pragmatics and other errors aspect.Specifically speaking,the formal errors are divided into wrong characters,omit characters,unnecessary characters,wrong order,coining words and comprehensive errors in form.Semantic errors are divided into semantic deviation,semantic contradiction and semantic confusion.The syntactic errors can be divided into five types: word class and function errors,redundant,missing component,disordered and mixed sentence.Pragmatic errors are divided into emotional colors,pragmatic categories and errors caused by avoidance strategies.The fourth chapter discusses the countermeasures from the perspectives of developing special dictionaries,updating teaching materials and improving teaching methods.Some suggestions are put forward about dictionaries,such as clarifying the pragmatic environment,indicating the usages which derived from ancient Chinese,explaining the grammatical structure and syntactic functions of subject-predicate idioms,and comparing them with their synonyms.It is suggested that subject-predicate idioms should be arranged according to their sources and pragmatic categories in Teaching materials,and should pay more attention to the syntactic functions of them.In teaching,we can adopt the block teaching method,and then demonstrate words to let students feel the form.Besides,we can decide whether to introduce the background or origin,according to the semantic type,and summarize the grammatical function and pragmatic features of them.