A Study On Errors In Acquisition Of Dummy Verbs By Foreign Students And Teaching Design

Dummy verbs are a special subcategory of verbs in modern Chinese.Their distinguishing characteristics are that they perform some grammatical functions of general verbs but lack specific semantic content;instead,the object carries specific action information as the main meaning,and these words only serve as of “formal”verbs in the syntactic structure.Dummy verbs’ complexity and specificity cause frequent errors when used by international Chinese learners.This reality emphasizes the importance of studying dummy verbs from the standpoints of ontology and international Chinese language education.This thesis investigate dummy verbs from both an ontological and an international Chinese education standpoint.The ontology of dummy verbs is studied on three levels: semantic,syntactic and pragmatic.In terms of semantics,the semantics of various types of dummy verbs are discussed from two perspectives: the semantic features of the dummy verbs themselves and the semantic choice of the object of the dummy verbs;in terms of syntax,the differences between dummy verbs and general verbs are clarified,the objects of the formal verb are explored,and the common syntactic structures of the dummy verb are summarized;in terms of pragmatics,the role of the dummy verbs in the effect,focus,topic,and syllable is discussed.Based on the above ontological studies,we aim to provide a stronger theoretical support for international Chinese language education of dummy verbs.The research on international Chinese language education of dummy verbs begins with errors analysis and ends with teaching improvement.Firstly,the distribution,annotations and main usage of dummy verbs in the textbook “The Road to Success” were examined in terms of the preparation of dummy verbs in textbooks.Secondly,we conduct the acquisition of Chinese dummy verbs by international Chinese learners through a questionnaire survey,and analyze the errors produced by them in acquiring Chinese dummy verbs using comparative analysis theory and errors analysis theory,in order to summarize different types of errors and analyze the causes.The results of the errors analysis are then used to make suggestions for improving the development of existing teaching materials and teaching.Finally,the teaching suggestions are incorporated into teaching design to provide a reliable reference for teaching practice.