The Errors Analysis On Chinese Preposition " Duì"(对)"gěi "(给)"gēn"(跟) And The Teaching Strategy

In international Chinese teaching,prepositions have always been a difficult point.When Thai students learning Chinese object prepositions of “ duì”(对)“gěi ”(跟)“gēn”(跟),the error rate is not only high,but also the types of errors are complex and varied.This paper studies the errors of Thai students in learning object prepositions “ duì”(对)“gěi ”(跟)“gēn”(跟).This paper is divided into five chapters.The first chapter is the introduction,briefly describing the origin and significance of the research,and summarizing the relevant research achievements of the predecessors,so as to determine the guiding theory and clarify the research issues.The second chapter classifies the corpus of“ duì”(对)“gěi ”(跟)“gēn”(跟 errors collected from the perspectives of syntax,semantics and pragmatics.Among these three types of errors,semantic errors account for the largest number,accounting for 55.8% of the total,mainly due to the confusion between the three object prepositions.The third chapter explores the reasons for the formation of different types of errors.The main causes of syntactic errors are the differences between the learner’s mother tongue(Thai)and the target language.In the language systems of Chinese and Thai,the semantic difference between object prepositions is the main cause of semantic errors.Chinese teachers’ neglect of the linguistic environment and stylistic differences in the use of object prepositions leads to the pragmatic errors of Thai students’ learning of object prepositions.The fourth chapter selects some Chinese textbooks,Chinese course syllabus,HSK exam syllabus and learners’ dictionaries for investigation.By comparing the research conclusions of this paper,it is found that the description of object prepositions’ syntactic features is accurate and fully practiced in the compilation of textbooks,but the description of semantic features is relatively weak.As for the analysis and practice of pragmatic environment and pragmatic conditions,they are basically absent.The dictionary is composed of simple definitions and lacks typical example sentences.This paper proposes teaching countermeasures to solve the above problems in order to reduce errors and improve the effect of Chinese teaching.