An Analysis Of The Errors In The Acquisition Of Chinese Unmarked Passive Sentences By Advanced Chinese Proficiency Foreign Students

Unmarked passive sentences is one of the most frequently type of passive sentence pattern in modern Chinese.However,it has become a difficulty for non-native learner to learn Chinese because of expressing passive meaning but not using passive markers in the sentence,various types of sentence structures and complex syntactic components.In this paper,from the perspective of teaching Chinese as a foreign language,taking unmarked passive sentences in modern Chinese as the research object and HSK dynamic composition corpus as the research corpus,the corpus of unmarked passive sentences for advanced students is collected and the errors in these corpus are analyzed from two aspects:error profile and error distribution profile.And then reach the three conclusions are drawn:Firstly,The error rate of using unmarked passive sentences by HSK advanced students is54.24%,which shows that there are still serious errors in the acquisition of unmarked passive sentences by HSK advanced students.secondly,the acquisition of unmarked passive sentences is positively correlated with the overall level of Chinese;thirdly,the proportion of various types of errors in the total errors of unmarked passive sentences are as follows:predicate error>subject error>adverbial error>complement error>semantic miscellaneous error> "de" omission error>passive sign error>object error.Then,the nine types of errors are divided in detail,and the teaching factors are analyzed for each error phenomenon.On this basis,the teaching strategies that can be adopted to avoid such errors are proposed.Finally,according to the acquisition of unmarked passive sentences by advanced foreign students.Some teaching suggestions on unmarked passive sentences are put forward from two aspects:teaching principles and specific teaching operation cases.Suggestions for the teaching of unmarked passive sentences are as follows: At the very beginning,combining with structure,semantics and pragmatics;then,teaching at different levels and in different levels and in different stages;finally,comparing teaching with marked passive sentences.In terms of specific operation cases for the teaching unmarked passive sentences,it mainly provides specific operation cases from three aspects: introduction,explanation and practice,in order to provide some ideas for Chinese teaching of unmarked passive sentences.