A Study On The Errors Of Disyllabic Instantaneous Adverbs Of Native English Speakers

Instantaneous adverbs are a small category of short-time adverbs,which means that "the time between events or events is very short".Their semantics are similar,but their usage is different.Taking Zhang Yisheng’s division of temporal adverbs as the reference standard,this paper selects seven disyllabic instantaneous Adverbs "immediately,hurry,hurry,immediately,suddenly and immediately" in the general syllabus of international Chinese teaching and the syllabus of Chinese horizontal vocabulary and Chinese character level as the main research object.“Developing Chinese” is the textbook used by the author in teaching,which has a certain influence in the academic circles.By investigating the instantaneous adverbs in outline and “Developing Chinese”,it is found that there are some problems in the arrangement of instantaneous adverbs in “Developing Chinese”,such as grade dislocation and lack of notes,so as to provide specific reference for error analysis.Then,the corpus containing seven instantaneous adverbs is investigated one by one,and the corpus that meets the requirements of mother tongue is selected.In the actual teaching,the author finds that learners do have some obstacles in the use of instantaneous adverbs.Therefore,through the relevant corpus collected in the form of questionnaire survey,it is found that these biased corpus are mainly reflected in the wrong addition,omission of instantaneous adverbs,wrong addition of structural auxiliary words "的,地,得" and omission of other components in the sentence;Mixing of instantaneous adverbs;The wrong order between instantaneous adverbs and subjects,objects and other components.In addition,some "sub-health" corpora with missing structure,unclear meaning and ambiguity are also found.The main causes of errors are the excessive analogy of English grammar,the mismatch of English and Chinese word meaning,the interference of the same morpheme in the target language,the interference of various factors in the arrangement of teaching materials,the negative strategies of learners and the influence of teachers’ teaching strategies.Based on error analysis,this paper puts forward corresponding teaching strategies for each error type.The innovation of this paper is that for misuse and sub-health errors with high error rate,combined with the relevant knowledge of semantic field theory,this paper puts forward specific methods,mainly creating context to assist explanation,skillfully matching vocabulary Create relevant topics and multiple substitution exercises in the same.