Errors Analysis On Chinese Quantifiers "tiáo(条)","gēn(根)" And "zhī(支)" And The Teaching Strategy For Foreigners

Quantifiers are the difficulties in teaching Chinese as a foreign language.This paper chooses the "strip","root" and "branch" of the near meaning bar quantifiers with high error rate and easy to be confused when learning Chinese.The errors of the Quantifier "bar","root" and "branch" are collected from the corpus,and the errors are analyzed from three dimensions:semantics,syntax and pragmatics.Based on the analysis of the errors of three quantifiers,the errors of three strip quantifiers are compared,and the similarities and differences are analyzed and summarized.The results show that the errors of the classifier are mainly focused on the semantic and syntactic levels,while the pragmatic level is less,and the semantic error accounts for 72%,which mainly includes improper collocation,confusion of semantic features,non prominent reason,and the deviation caused by the heteronym of the quantifier homonym;The syntactic error accounts for 19%,including generalization,repeated use of quantitative phrases,and lack of quantifier;Pragmatics accounts for only 6% of the total errors,and the types are single,which are mainly caused by the deviation of pragmatic background understanding.It is worth noting that the confusion between the three measures is nearly 17% and 83% with other quantifiers.On this basis,the reasons for the error are explored from the three dimensions of syntax,semantics and pragmatics.The main reasons for the errors are the misunderstanding of the semantic features of the group of quantifiers,the inadequate understanding of the quantifier theory,the confusion of homophonic and heteromorphic words with quantifiers,and the generalization of Chinese quantifier knowledge;The main causes of syntactic errors are the mother tongue interference of students and the avoidance strategies in the process of learning Chinese.This paper systematically investigates the teaching requirements of strip quantifiers in the guiding documents of international Chinese teaching,such as the general syllabus of international Chinese teaching and HSK examination outline.Through investigation of TCFL textbooks,reference books and learners’ dictionaries,it is found that the semantic and pragmatic characteristics of quantifiers are not highlighted in the current Chinese textbooks,and the foreign language annotation is too simple The practice design lacks pertinence and so on.The semantic characteristics of the classifier can not be highlighted because of the reason that the classifier is not involved in the definition of the classifier in the learner’s dictionary.Therefore,this paper proposes some improvement measures from the aspects of classroom teaching,textbook compilation,practice design and dictionary compilation,so as to reduce the acquisition errors of strip quantifiers and improve learning efficiency.