A Study On The Acquisition Of Chinese Word Forming Suffix "Zi" By Foreign Students

The suffix "zi" is becoming increasingly important in international Chinese vocabulary teaching and has become an indispensable part of vocabulary teaching in Chinese as a foreign language.At the same time,international students often encounter confusion and misuse when acquiring the suffix "zi".At present,most of the studies on the acquisition of Chinese grammar by international students focus on sentence patterns and categories,but not enough attention has been paid to suffixes,and less research has been done on the acquisition of the typical suffix "zi".However,derivative words are widely used in Chinese and play a crucial role in Chinese language teaching.Therefore,based on previous research,this article focuses on international Chinese language teaching and selects the suffix "zi" in the Chinese Language Level Standards for International Chinese Education for special research.The article starts with the ontological study of the suffix "zi",determines the meaning of suffixes,and conducts a part of speech study from the perspective of combining the roots of nouns,verbs,adjectives,and quantifiers with the suffix.It is concluded that the word forming ability combined with the suffix "zi" is in descending order: noun>verb>adjective>quantifier.Next,explain the limiting principles when using the suffix ’zi’,which are: rhythm principle,form principle,proximity principle,referring principle,subsidiary principle,insect beast principle,and precious principle.Secondly,the inclusion of the suffix "zi" in the International Chinese Education Chinese Level Standards was investigated,and 103 entries were retrieved.And classify these suffixes "zi" into difficulty levels and semantic categories based on the levels classified in the International Chinese Education Chinese Level Standards.Then,using the HSK Dynamic Composition Corpus,103 suffixes "zi" were used as research objects,and they were fully searched in the corpus.The retrieved erroneous sentences were used as the source of the erroneous corpus,and the types of errors were summarized as follows: addition,omission,substitution,and reordering;The reasons for the analysis errors include the complexity of the suffix "zi" and the excessive generalization of target language knowledge.Finally,based on the above research and combined with the reasons for errors,corresponding teaching principles and strategies were proposed: reasonable selection of teaching scope;Teaching based on the Chinese proficiency of international students;In specific teaching practices,methods such as classification teaching and situational teaching are adopted.I hope the above research can provide some reference for the teaching of the suffix "zi" in international Chinese.