A Study On The Errors In The Acquisition Of Negative Emotional Words By Second Language Learner

There are relatively few researches on negative emotion words in the filed of international Chinese education,while in teaching,negative emotion words are always not taught as the major content.In fact,negative emotion words involve unique meanings and play an exclusive role in expressing of feelings in Chinese.Therefore,in this paper,negative emotion words were selected as the research object,and the linguistic data from HSK dynamic composition corpus and global Chinese interlanguage corpus was used as the analysis basis to study the acquisition bias of negative emotion words among second language learners.The study of this paper was mainly divided into four chapters.In the first chapter,the selection of subjects for this study was explained.Firstly,the query dictionary was used to select the range of negative emotion words;Secondly,the selected emotional words were compared with the vocabulary of the "International Chinese Education Chinese Level Standard" to examine the negative emotional words that second language learners need to master;Finally,based on the use of negative emotional words by second language learners in the corpus,34 negative emotional words with analytical value were selected.The analysis results show that the bias rate of negative emotional words is not evenly distributed,and the types of errors are diverse.Secondly,three types of errors,namely improper selection,collocation errors,and writing errors,were analyzed in detail.Among them,the most common types of errors were collocation problems and writing errors,followed by improper selection.In addition,the creation of negative emotional words would also occur from time to time.In Chapter three,the causes of errors in the use of negative emotional words by second language learners were analyzed.From the perspective of words themselves,the characteristics of negative emotional words such as diverse parts of speech,easy to mix meanings,and dependence on context were the causes for second language learners’ errors.From the perspective of reference books and textbooks,the causes for second language learners’ errors included simple and synonymous interpretations of negative emotional words in dictionaries,the low frequency of negative emotion words appearing in textbooks,and the insufficient explanation of words included.From the perspective of teacher teaching,the causes of second language learners’ errors lied in the insufficient attention paid to negative emotional words in teaching,making it difficult to create more realistic contexts for second language learners to practice.From the perspective of learning,the causes of second language learners’ errors lied in the improper learning strategies of second language learners themselves and the negative transfer of their mother tongue.In Chapter four,suggestions for second language learners to better acquire negative emotional words were proposed.In terms of words themselves,it is necessary to strengthen research efforts at both the ontological and international Chinese language teaching levels;In terms of teaching materials,it is necessary to increase the interpretation of multiple semantics of negative emotional words and strengthen the role of prompts for teachers;In terms of teacher teaching,it is recommended that teachers explain negative emotional words more carefully,and create a large number of contexts in the teaching process to carry out practical teaching;In terms of learner learning,it is recommended that second language learners overcoming difficult feelings and actively participating in communicative activities and adopt diverse learning methods in the learning process.