The Analysis Of Implicit Errors In Existential Sentences Of Foreign Students From The Perspective Of Discourse

Existential sentence,as a special sentence pattern in modern Chinese,is one of the important contents of teaching Chinese as a second language and one of the difficulties for Chinese learners.In response to this phenomenon,this article uses corpus analysis and questionnaire testing to investigate the situation in which learners have acquired three types of existential sentences with "有","是","在" from a discourse perspective.The implicit errors produced in the process of categorical existential sentences are summarized,and on this basis,the reasons for the errors are briefly analyzed,and corresponding teaching suggestions are finally put forward.First,we analyze the textual and semantic features of the three types of existential sentences with the help of modern and contemporary literary works.We believe that learners need to choose a sentence pattern that conforms to the context based on semantic characteristics,and they need to pay attention to the cohesion between the sentence patterns when using it to ensure the coherence of the text.Secondly,we collected the corpus of "有","是","在" from the written language corpus of Jinan University,and summarized the types of implicit errors produced by learners at the junior,middle and senior levels.Including cohesive misuse errors,referential errors,verb redundancy errors,etc.,and analyzes the reasons for the errors from language transfer,syllabus,misleading teachers’ textbooks,insufficient text training,and cognitive factors.In addition,in order to make up for the insufficient corpus of the corpus,we collected relevant corpus using a questionnaire survey method.Through the questionnaire data,we found that learners at the junior and intermediate levels have weaker discourse awareness and less consideration of context when using existential sentences,It is easy to make mistakes and wrong choices,and the advanced stage learners have improved discourse awareness and will make choices based on the context,so the implicit error rate is reduced compared with the previous two stages.However,it should be noted that even if the learners’ discourse awareness has increased,the range of discourse they observe in actual investigations is still limited,mostly confined to adjacent sentence patterns,which is not conducive to the improvement of discourse ability.Finally,in view of the implicit errors of learners in the process of acquisition of existential sentences,this article puts forward corresponding teaching suggestions from three aspects: perfecting the syllabus and teaching materials,implementing phased teaching,and strengthening text training.It is hoped that this will enhance the learners’ discourse awareness,enable them to master the cohesive methods of discourse,and avoid or reduce implicit errors.