A Study On The Errors And Teaching Strategies Of Chinese Antonym-element Adverbs

Adverb learning,which must be mastered by the learners in the process of acquiring Chinese,has always been the emphasis and difficulties in teaching Chinese as a foreign language.Antonym-element adverbs are composed of a pair of opposite monosyllabic morphemes,such as"多少","反正","先后","早晚"and so on.The two morphemes of this kind of words are mostly high-frequency words in daily use.However,the meaning and usage of the antonym-element adverbs formed by the combination of two opposite morphemes are very different from that of the two monosyllabic morphemes,so it becomes a difficult point in adverb teaching of teaching Chinese as a foreign language.Most of the existing researches on the antonym-element adverbs are at the ontology level and less focused on teaching Chinese as a foreign language.Therefore,this paper focuses on the syntactic,semantic and pragmatic features of antonym-element adverbs,and collects the errors of international students through corpus and questionnaire survey,in an attempt to find out why the international students make usage errors in the acquisition of Chinese,and put forward teaching strategies accordingly.Firstly,this paper analyzes the adverbs from the level of syntactic function,and specifically summarizes the positions of different antonym-element adverbs in sentences.The author finds that the syntactic position of the antonym-element adverb is more flexible and the internal semantic composition category is diversified.At the semantic level,the adverbs can be divided into four categories including partial meaning,elective meaning,integrative meaning and extended meaning.At the pragmatic level,the adverb has the function of evaluation and emphasis.Secondly,the errors of the antonym-element adverbs are analyzed in this paper and four types of the common errors which include misorder,missubstitution,misaddition and omission are present.The author finds out that Japanese learners have a higher error rate in acquiring the antonym-element adverbs like"多少","是否","始终"and"幸亏"after analyzing further researches made by questionnaire surveys to more first-hand errors.Thirdly,this paper makes a comprehensive analysis of the reasons why errors of antonym-element adverbs exist.The causes of errors are summarized in three perspectives including learners,teaching content and "three teaching factors "(teachers,teaching materials and teaching methods).A lack of ontology knowledge,negative transfer of mother tongue and excessive generalization of target language are the main causes from learners.And the difficulties in syntax,semantics and pragmatics of antonym-element adverbs make the antonym-element adverb teaching a tough thing.Besides,the improper arrangement and interpretation of textbooks as well as the inappropriate teaching methods of teachers make it harder to improve antonym-element adverb teaching.Finally,this paper mainly puts forward reasonable teaching strategies from three perspectives including learners,teaching content and "three teaching factors ".Strengthening the exercises as well as laying stress on review of the antonym-element adverb learning,learners need to adopt scientific and effective learning methods.In terms of teaching contents,putting forward teaching strategies in syntax,semantics and pragmatics is necessary.In the matter of "three teaching factors",it is of great importance to properly arrange the outline and textbook.And the teaching steps of antonym-element adverbs should be set in a reasonable way.Besides,it is vital to create a language environment where learners can use antonym-element adverbs.