Error Analysis And Teaching Research Of Chinese Indirect Speech Acquisition Of Intermediate Foreign Students

The main function of indirect speech is to paraphrase the words of others.However,in the teaching of Chinese as a second language,foreign students have some difficulties in understanding and using Chinese indirect speech,and relevant studies are still significantly insufficient.In this paper,by asking students at the intermediate level of Chinese to retell and paraphrase conversational texts and setting questions to guide them to paraphrase other people’s words,we collected relevant Chinese indirect speech errors and classified and integrated them,then explored the causes of them to further improve the teaching of Chinese indirect speech.According to the collected corpus,there are three main types of errors in Chinese indirect speech acquisition for intermediate Chinese students,which are Speech Act Verbs use error,modal and sentence patterns conversion error,and denote conversion error.The error number of denote and modal and sentence patterns conversion error is large,and the frequency of personal denote conversion and interrogative conversion is the highest.We believe that the above errors are mainly caused by native language interference phenomenon,negative transfer of knowledge of target language,and the influence of communicative strategies and learning environment.In the native language interference phenomenon,Chinese yes-no question and choice question are affected by the negative transfer of speech conversion rules of English general question and choice question respectively,which makes it difficult for foreign students to correctly use the corresponding Chinese question conversion format.Speech Act Verbs selection is also susceptible to negative transfer of English expression,resulting in mixed use bias,among which the highest frequency of mixed use bias is Speech Act Verbs “agree” and “promise”.In the negative transfer of knowledge of the target language,the conversion format of “V not V” is over-generalized in the conversion of declarative sentences,interrogative sentences and imperative sentences,and even the situation that the application condition of the conversion format is ignored and the error analogy is made to the “no question”itself.The over-generalization of modal word omission rules is easy to produce auxiliary word omission and bias,which is highlighted in the omission of auxiliary word.In the communicative strategies,students mainly use avoidance strategies,avoiding the use of Chinese indirect speech,adjectival verbs,spatial denote “this” and “that” and spatial shift verbs “come” and “go”,The avoidance of the use of Chinese indirect speech is embodied in the following two cases:the imitation of the said discourse and the mixed expression of direct speech and indirect speech.Among the influences of learning environment,it is mainly affected by the improper arrangement of teaching materials and the lack of guidance and explanation of teachers.Therefore,we try to put forward some teaching suggestions for Chinese indirect speech teaching.In order to solve the problem of improper textbook arrangement,we believe that on the one hand,textbook arrangement should be made step by step,according to the process of students’ Chinese indirect speech acquisition,from easy to difficult,to arrange the conversion point of quoting step by step;On the other hand,multi-level exercises are designed to be consolidated,from the individual exercises to enable students to master the basic rules of quotation switching,to the dialogue retelling exercises training students to flexibly use indirect speech according to the change of perspective,to the paraphrase exercises training students to apply indirect speech expression to daily communication.To solve the problem of teachers’ lack of guidance and explanation,firstly,we believe that the difficulties in teaching Chinese indirect speech should be dispersed to avoid mutual interference,especially the teaching of yes-no questions and imperative sentence conversion rules.Secondly,the comparative analysis between Chinese and foreign languages is carried out to establish the important and difficult points in teaching,involving the comparison between English and Chinese interrogatives and the comparison of time denote.Finally,the dialogue is designed to supplement the practice,increase the language input,the dialogue topic should be closely combined with the text,and the corresponding model essay for students to learn independently.