Research On Errors In The Acquisition Of Chinese Affixes By Non-native Speakers And Teaching Design

Vocabulary is one of the important contents of second language learning.In the modern Chinese vocabulary system,there is a word formation component that lies between affixes and roots,which is different from the meaning of roots being more substantial or the complete semantic virtualization of affixes.It is a morpheme that is not fully semantic virtualization and is in a dynamic process of changing from roots to affixes.The academic community calls it "quasi affixes".At present,the academic community has different standards for defining "quasi affixes",and it has not received much attention in international Chinese language teaching.This article aims to target nonnative Chinese language learners as teaching design objects,using Chinese class affixes as the starting point,combining literature,analyzing the characteristics of Chinese class affixes,and determining the scope and semantic classification of class affixes.Using questionnaires and corpora,this article analyzes the acquisition errors of class affixes by nonnative Chinese language learners.Based on this,two types of strong word formation ability and high proportion of word formation are selected,Design teaching for semantic affixes with high error rates among learners,and ultimately implement teaching based on the teaching design to obtain feedback.This article is divided into five chapters:Chapter 1 Introduction mainly elaborates on the research background,significance,ideas,and methods of this article,and defines the core concepts-roots,affixes,and quasi affixes.At the same time,it summarizes the research status of quasi affixes ontology and international Chinese language teaching and introduces the source of language materials for this article.Chapter 2 starts from the ontology of quasi affixes and combines literature to explore the characteristics of quasi affixes in four aspects: pronunciation,semantics,word formation structure,and grammatical function;Then,based on 10 representative works and 7 literatures,a candidate database of class affixes was established.Based on the characteristics of class affixes and the scope of class affixes in the International Chinese Teaching Syllabus,the range of Chinese class affixes was determined-14 class prefixes and 55 class suffixes.Classification was carried out based on the semantics of class affixes after word formation,which mainly includes 7 categories: "human" class affixes,"property or attribute" class affixes,and "object" class affixes indicating "social phenomena",affixes indicating "places",affixes indicating "negative",and affixes indicating "orientation".Chapter 3 examines the types of errors in acquiring class affixes by nonnative Chinese learners from survey questionnaires and corpora.The two forms of errors obtained are generally the same,with the main types being: confusion of class affixes with other meanings,inability to grasp the syntactic function of new words constructed by class affixes,inability to correctly understand the meanings of class affixes derived from words,mixing of class affixes with the same semantics,repetition or absence of class affixes,and root loss Misuse of class affixes.There are five main reasons for nonnative Chinese language learners to make errors in acquiring class affixes: the complexity of class affixes themselves,insufficient emphasis on textbooks and teaching,lack of social and cultural background,influence between languages and within languages,and influence of learning and communication strategies.Chapter 4,after examining the word formation and arrangement of class affixes in the "International Chinese Education Chinese Level Standards",the comprehensive series of textbooks "Developing Chinese",and the "HSK Standard Tutorial",explores the teaching methods of Chinese class affixes based on the characteristics and semantic classification,error analysis,and textbook inspection of class affixes.Two of them have strong word formation ability and a high proportion of word formation,Semantic affixes with high error rates for learners,including "human" affixes and "property or attribute" affixes,have been designed and implemented as a teaching plan for nonnative Chinese language learners.The corresponding teaching feedback has been obtained,which in turn promotes the further improvement of teaching design.Chapter 5 proposes teaching suggestions for nonnative Chinese language learners’ learning of affixes from three aspects: vocabulary and grammar syllabus,textbooks,and teaching.