The Error Analysis And Teaching Research Of Preposition Frame Of "Zai"

There are a large number of prepositional frames of "Zai" in Chinese,they have the dual characteristics of prepositions and frame structures.They are not only rich in meaning and diverse in syntactic functions,but also the presence and absence mechanism of prepositions and postpositions are complicated,which is a difficult point for foreign students to learn.This paper investigates the errors of using the prepositional frame of "Zai" in SVO and SOV foreign students.The study found that the use of the prepositional frame of "Zai" by the two language types of foreign students has both general common errors and type personality errors.The general common error is that there are a certain number of wrongly added prepositions,wrongly added postpositions,and word order errors in both language type foreign students.With the improvement of language proficiency,the proportion of misinterpretation errors caused by the two types of students’ confused use of different semantic type frames is gradually increasing,and it becomes the most important type of errors in the advanced stage.Type personality error is that SVO language type foreign students have a serious tendency to omit postpositions,while SOV language type foreign students have a serious tendency to omit the preposition "Zai".The difference of omission error between the two language types students from the primary stage to the advanced stage has always been obvious.Through the analysis of the causes of the errors,the study found that the negative transfer of mother tongue,the complexity of the Chinese "Zai" preposition frame itself,and the learning strategies of the learners may all be the reasons for the errors.At the same time,by investigating the content of TCFL textbooks,we found that there are three problems in the arrangement and explanation of the prepositional framework of "Zai" in the textbooks: insufficient compilation,insufficient explanation and lack of comparative summary,which may also be one of the external factors causing the errors of prepositional framework of "Zai" among foreign students.Based on the results of error analysis and teaching material investigation,this paper discusses the teaching strategies and learning suggestions of "Zai" from the perspectives of teachers,teaching materials and students.Finally,it selects a specific preposition frame chunk of "Zai" as an example to carry out the teaching design.In the process of teaching Chinese as a foreign language,teachers should consciously expand the teaching content and make up for the lack of teaching materials.For different semantic types of "Zai" preposition framework,teachers should focus on the classroom teaching content,pay attention to the level of teaching,and follow the principle of graded teaching and step by step.Teachers can also use chunk teaching method,cognitive graphic teaching method and differentiated teaching method to assist the teaching of "Zai" preposition framework.The intermediate and advanced teaching materials should be supplemented with the arrangement of the prepositional framework of "Zai",which expresses the conditional meaning and the scope meaning.The explanation of the prepositional framework of "Zai" should be more in-depth and comprehensive.At the same time,the comparative summary of the semantic similar frameworks should be strengthened.In the part of practice,the textbook should design more diversified questions to help students practice language from many aspects.In language learning,foreign students should consciously compare the knowledge of target language and mother tongue,deeply study the "Zai" framework,strive to overcome the negative transfer of mother tongue,practice repeatedly in real life and consciously carry out self-monitoring,so as to effectively improve their language level.