A Study Of Errors Of Chinese Object Prepositions By Japanese,korean,and English-native Foreign Students At Elementary Level

Prepositions are a type of Chinese function words.Although the number is small,foreign students have a higher error rate when acquiring these words.This thesis takes primary-level foreign students with Japanese,Korean,and English-speaking learners as the research object,and analyzes and studies the four prepositions “跟”,“给”,“向” and“对”,based on a corpus.The thesis is based on the theory of comparative analysis,error analysis and interlanguage hypothesis.The error corpus of the four object prepositions in the two corpora,which is HSK Dynamic Composition Corpus of Beijing Language and Culture University as well as Interlanguage Corpus for International Students of the College of Chinese Language and Culture of Jinan University,are used as the research object,and the research on“跟”,“给”,“向” and“对”,The error category and cause of error are analyzed and researched on prepositions with higher error rate,and the errors of learners with different native language backgrounds are compared horizontally.The results of the study found that the types of learners with the highest error rates of different native language backgrounds are not the same.Based on this result,teachers need to fully understand learners of different mother tongue backgrounds,insist on targeted and scientific teaching principles,improve teaching efficiency,and reduce error rates from the source.