The Analysis On The Arrangement And Teaching Of Chunks In Teaching Materials From The Aspect Of Error Analysis

Nowadays,the number of students who study Chinese from elementary to advanced level is varying.The number of advanced Chinese learner is sharply decreasing after the study from elementary and intermediate level.Therefore,we’re assuming that there might be some problems in the teaching process of intermediate level.Besides,there are still a lot of problems in the output of intermediate Chinese learners.Their pick of words is still not accurate enough,as well as their speaking process is not fluent,with unable flexible use of some key phrasings.To solve these problems,we are trying to bring the concept of "chunks”as a replace of dichotomy between words and grammar in traditional language teaching.After defining,assorting and counting the chunks in the intermediate teaching materials,we aim to find a method to improve the accuracy and fluency of intermediate Chinese learners.The aim and methods of our research are placed in the first chapter,with some flaws in the Teaching Chinese as a Second Language area today.In the second chapter,we will discuss the feasibility of chunk analysis in the intermediate Chinese teaching materials from theory aspect.We will talk about the definition,classification and function of chunks of foreign scholars before.Based on this,we will make a definition of Chinese chunks along with the features of Chinese language,which are abundant combination of function words and fixed structures.The definition is as follows:Chinese chunk is a language structure composed of two or more "words ",and the structure of which is between word and sentence,with a relative fixed situation in both forms and meaning.It’s relative stable and easy to extract,and is a composition of sentence.We assort it into three parts:fixed-lexical chunks,fixed-grammar chunks and fixed-semantic chunks.At last we assume the chunk analysis in intermediate Chinese teaching materials is suitable based on the characters of learners and materials in this phase.In the third chapter,we will do the counting and analysis of chunks in Developing Chinese:Intermediate Comprehensive Courses,finding that the quantity of fixed-lexical chunks is the largest,with second of which is fixed-grammar chunks and the third is fixed-semantic chunks.To be detailed,30%of chunks are collocations in fixed-semantic chunks,after which follows idioms in fixed-lexical chunks and phrasings in fixed-grammar chunks.Then we will place the advantages and disadvantages of the arrangement of chunks in teaching materials based on this.In the fourth chapter,we will choose the actual errors from HSK exams of intermediate level,assorting the chunk errors based on frequency from high to low as follows:fixed-grammar chunks,fixed-semantic chunks and fixed-lexical chunks.To be detailed,the phrasings in fixed-grammar chunks are the highest frequency,after which follows collocations in fixed-semantic chunks and associated words in fixed-grammar chunks.In this case,we will compare the data from errors with teaching materials,so that we may point out the flaws in recent compiling of teaching materials from quantitative aspect.In the end,in chapter five we will pose some suggestions to the compiling of teaching materials themselves,and to teachers in classroom teaching,based on our research in this essay above and the reference of mature chunk teaching materials.