A Study On The Acquisition Of Monosyllabic And Disyllabic Prepositions With The Same Morpheme By Foreign Students Based On Corpus

Use of the monosyllabic and disyllabic prepositions with the same morpheme is complex,with similar morphology and semantics,and they are easily confused and misused by international students in their understanding and use.Based on this situation,this paper selects twenty groups of eligible homophone monosyllabic prepositions from the "Classification of Syllabic Chinese Vocabulary for International Chinese Education" as the object of study.Firstly,from the perspective of word formation,these twenty groups of The monosyllabic and disyllabic prepositions with the same morpheme are divided into two categories: homophonic compound monosyllabic prepositions and additional affix monosyllabic prepositions.Based on previous scholarly research,the real situation of the use of these groups of homophone monosyllabic prepositions by native Chinese speakers in the CCL Modern Chinese Corpus of Peking University is examined,and it is found that there are certain differences in the semantic function,grammatical function,pragmatic function and metrical grammar of homophone monosyllabic prepositions.Then,based on the ontology study,this paper examines the output of the HSK dynamic composition corpus and the global mediated corpus when international students acquire these groups of homophone monosyllabic prepositions,and analyses their usage and biases through statistical analysis and comparative induction.The use of homophone monosyllabic prepositions varies from one group to another and is closely related to their lexical level and semantic,grammatical,pragmatic,and metrical constraints.In addition,the four main types of mixed-use errors produced by international students are semantic errors,grammatical errors,pragmatic errors,and rhyme errors,with semantic errors being the most frequent type of errors among international students,followed by grammatical errors and relatively few pragmatic and rhyme errors.Based on the above acquisition,this paper further analyses the intra-linguistic,textbook,and learner factors that lead to international students’ errors,and proposes corresponding teaching and learning suggestions on this basis.We found that the intralinguistic factors contributing to the errors are the intersection of semantic relations between monosyllabic prepositions,the variety of grammatical rules,and the complexity of pragmatic and rhythmic patterns.The textbook factor is the lack of detail in the explanation of the textbook and the lack of rational presentation of the textbook.The learner factors are the negative transfer of native language knowledge,over-generalization of target language knowledge,and avoidance and simplification strategies.Given the above findings,this paper makes the following suggestions for teaching and learning:Firstly,the textbook should be written in a way that enriches its content and improves its presentation.Secondly,teachers should reinforce comparative repertoire and use a variety of teaching methods when teaching.Finally,learners should try their best to overcome the negative influence of mother tongue and strengthen communication practice;At the same time,deepen Chinese ontology learning and pay attention to contrast practice.