Error Analysis And Teaching Suggestions For International Students In Second Language Acquisition Of "给" And Related Sentence

The use of the preposition "给(gěi)" and its related sentence patterns in foreign Chinese teaching is one of the most basic grammar points that target language learners need to master.However,the prepositional composition of " 给(g ě i)" object introduction is more complex,and there are also a variety of sentence patterns,so it is difficult for learners to master.This paper mainly analyzes the acquisition bias of the preposition "给(gěi)" in overseas Chinese study,meanwhile,the verb meaning "to make the other party get" which is closely related to it is also included in the scope of the analysis of bias.In addition,the three more special structures composed of "给(gěi)"" were also analyzed separately.One is to set the word " 给(gěi)+ noun.+的(de)",the other is to "把(bá)" in the word "给(gěi)",the third is to ".V1+ to +N+V2"structure.This paper mainly consists of five parts:Introduction introduces the writing purpose and meaning of the paper,that is,on the basis of previous research results,the meaning and function of "给(gěi)" are divided into nine categories,and uses literature analysis method and biased analysis method to study the deviation of "给(gěi)" in the purpose language study of foreign students.The first chapter focuses on the preposition " 给(g ě i)",mainly in the four grammatical functions of "给(gěi)".There are four main bias types: omission,misorder,misaddition,and misuse.According to the specific bias of "给(gěi)",the omission can be divided into the following three situations: missing predicate verb,missing indirect object,missing dynamic aid.The misorder is to stagger "给(gěi)+N1+V+N2" as "V to+N1+N2" and "V+N1+ 给(gěi)+N2".Misadd is divided into predicate verb and "给(gěi)".Misuse is misusing other prepositions or verbs as "给(gěi)".The second chapter studies the meaning of "making the other party get" of the verb "给(gěi)",which is closely related to the function of the preposition "给(gěi)",and thus leads to frequent bias in the acquisition of target language learners.Parerror types include: missing dynamic aid,missing indirect object,misorder and misuse.“V1+ to +N+V2” is the fixed structure of the word "give" sentence,analyzing its bias alone.Meanwhile,a statistical analysis was conducted on the bias of "give" and its related sentence patterns.The third chapter further analyzes the causes of the bias from the perspective of the objective language acquisition.The main arrangement is unreasonable in generalization,simplification,avoidance,substitution and teaching materials.Mainly to generalization,mainly the preposition "to" the different components introduced to expand the scope of use.Simplification is to omit "V" in " V to.The use is to avoid the "给(gěi)give +N1+V+N2" and "put" sentences in communication.The substitution is to replace "V" in "V to" with semantically similar words.In addition,the unreasonable arrangement of " 给(g ě i)" in the textbook will also lead to a bias in students’ acquisition.The fourth chapter puts forward some constructive teaching suggestions.On the one hand,teachers strengthen the ontology research of "给(gěi)" to better serve the teaching;On the other hand,teachers need to use more scientific and systematic teaching methods to make the teaching of "给(gěi)" and its related sentence patterns more efficient.There are three points: first,combination of form and significance,second,step by step,new,comparative teaching of "给(gěi)" and similar prepositions,comparative teaching of different "give" structures.Conclusion summarizes some innovative points and shortcomings of this paper,hoping to bring some help to the teaching of Chinese language.