Error Analysis And Teaching Strategies Of Chinese Synonymous Quantifier

In Chinese,there are numerous types of classifiers with varying usage,which pose a challenge in the teaching of Chinese as a foreign language,especially when it comes to teaching synonymous classifiers that are highly confusing and ambiguous.These classifiers frequently appear in everyday communication and are used with a relatively high frequency.However,the combinations of classifiers and nouns do not have a oneto-one correspondence;instead,they often exhibit a "one-to-many" or "many-to-one" relationship.This diversity in classifier-noun combinations often leads to confusion among learners and results in errors.This article compares and analyzes 16 commonly used synonymous classifiers based on the definitions provided in a classifier dictionary,aiming to improve the distinction between synonymous classifiers in the teaching of Chinese as a foreign language.Additionally,the article conducts error analysis on five groups of synonymous classifiers that have a high error rate in a corpus.Through comparative analysis and error analysis theory,the study identifies learners’ error types using classroom observation and statistical analysis,and explores the causes of these errors.The error analysis reveals that learners often exhibit problems such as redundant use of classifiers,misuse of classifiers,improper combinations of classifiers and nouns,semantic confusion between synonymous classifiers,and incorrect usage of quantitative noun structures.Regarding the semantic misuse within synonymous classifiers,the main types of errors identified include incorrect combinations,differences in measurement categories,cross-use,and generalized usage.The underlying causes of these errors include negative transfer of the target language knowledge,negative transfer of the native language,negative transfer of cultural factors,and the use of avoidance strategies.Based on the arrangement,definitions,and exercises of synonymous classifiers in the "HSK Standard Course" textbook,the author proposes strategies for improving the teaching of synonymous classifiers in Chinese as a foreign language,as well as the development of teaching materials and classifier dictionaries.In terms of teaching methods,the article suggests adopting a staged approach to reinforce the hierarchical nature of teaching synonymous classifiers,taking into account the characteristics of classifier groups and the comparison with foreign languages and cultures.For textbook development,it recommends providing specific definitions for synonymous classifiers,incorporating sections on distinguishing synonymous classifiers and corresponding exercises,and increasing the recurrence of synonymous classifiers to help learners better grasp their usage.As for the compilation of classifier dictionaries for Chinese as a foreign language,the article suggests using concise language,providing definitions and examples suitable for teaching Chinese as a foreign language,and paying attention to the comparison and distinction between synonymous classifiers to facilitate the learning process for Chinese learners and the teaching process for Chinese language instructors.