Analysis About Errors In The Ordering Of Chinese Multiple Adverbials Made By Native Spanish-Speaking Students

The order of multiple adverbials,as an important and complex syntactic component in Chinese,is very difficult for native Spanish speaking students to grasp.As there is still relatively little previous research in the related field,this paper aims to further enrich the research on the acquisition of Chinese as a second language and offers suggestions for front-line Chinese teachers in Spanish-speaking areas by using comparative analysis method to solve the bias of Spanish-speaking students in learning Chinese multiple adverbials based on the results of previous research.This paper compares and contrasts the definitions,constituents,semantic types and rules of multiple adverbials in Chinese and Spanish.The collection of Spanish students’ multiple adverbials reveals that the high frequency of errors is mainly in the gerunds related to the time and place adverbials,the scope adverbials,the object adverbials,the able adverbials and the negative adverbials.Based on the analysis of the causes of students’ errors and the actual situation of Confucius Institutes in Spanish-speaking regions,the paper concludes that the main reasons for students’ errors are as follows: " adverbials " is an unfamiliar and difficult concept for Spanishspeaking students to understand,and the arrangement rules of multiple adverbials in Chinese are complex and variable.Due to the differences in national thinking patterns,there are also differences in the order of multiple adverbials between Chinese and Spanish,and students are easily influenced by the negative transfer of their mother tongue;Confucius Institute teachers lack experience in teaching the biases of Spanish-speaking students,and the Spanish version of Chinese textbooks lacks explanations of the rules of Chinese multiple adverbials;students themselves often adopt learning strategies such as simplification and avoidance when they encounter the co-occurrence of multiple adverbials.In view of the above causes of errors,this paper offers some specific countermeasures: focus on the comparison of Spanish and Chinese when writing teaching materials,and at the same time make gradual and hierarchical arrangements;grasp the teaching priorities based on professional training for teachers going abroad.;teachers should develop teaching methods suitable for Spanish-speaking students,and use various forms of fun exercises to enhance students’ motivation and enthusiasm for learning.