| Adverbs are a complex category in modern Chinese vocabulary.On the one hand,there is still controversy over the definition,classification and membership of adverbs.On the other hand,adverbs are derived from concrete words,and their grammatical meaning,semantic direction,and pragmatic features exhibit significant differences.Adverbs have always been a challenging aspect in international Chinese teaching due to their high frequency of use and diverse usage.This article selects the subcategory of "repeatedmeaning adverbs" as a premise for research,and chooses "Yě 也" and " Hái 还",which have high usage and error rates in repeated-meaning adverbs,as the research objects for investigation.The main content of the research includes the following four chapters:Chapter 1 mainly elaborates current research status,research contents,research methods,etc.This chapter first studies and classifies the concepts of repetition,then refers to dictionaries and scholars’ views to conduct ontological research on the adverbs " Yě 也" and " Hái 还 ",and defines and compares these two repeated-meaning adverbs.Subsequently,the chapter conducts research on teaching Chinese as a foreign language and clarifies the research space.Finally,a brief explanation is provided for the research contents,research methods,and symbols.Chapter 2 makes an intensive study of the mastery and error causes of the adverbs "Yě 也" and " Hái 还" among Indonesian students through a questionnaire survey.Firstly,I calculate the error rates of " Yě 也" and " Hái 还" and rank the difficulty of acquiring each meaning.Secondly,the scope of acquisition of learners at different stages of learning is determined based on the error rates of students with different learning durations.Thirdly,from the perspective of whether students have a Chinese language environment,the error rate of learners with a Chinese language environment in the " Yě 也" meaning is basically the same as that of learners without a Chinese language environment,while the error rate of learners without a Chinese language environment in the " Hái 还" meaning is higher than that of learners with a Chinese language environment,indicating that the Chinese language environment has different impact on the acquisition of " Yě 也" and " Hái 还".Moreover,a comparative analysis of the adverbs " Yě 也" and " Hái 还" is conducted,and it is found that the overall error rate of the adverb " Yě 也" is lower than that of " Hái 还".Both adverbs show a tendency of decreasing error rates with increasing learning duration.Finally,I analyze the error causes from factors such as language environment and individual learners in the questionnaire survey and provide suggestions.Chapter 3 is a study of error analysis of"Yě也"and"Hái还"based on the Chinese Global Interlanguage Corpus(Version 2.0).I retrieve the error cases of"Yě也"and"Hái还"from the Chinese Global Interlanguage Corpus(Version 2.0),classify the error,analyze their causes based on the Grammatical idea of Three-plane,and provide corresponding teaching suggestions.Firstly,I organize the key error sentences of the adverbs"Yě也"and"Hái还",and conclude the error types.The main error types of"Yě也"are addition error and substitution error,followed by omission and misordering error.The main error type of"Hái还"is substitution error,followed by addition error.Both"Yě也"and"Hái还"are prone to substitution error,especially with the conjunctions"bìng qiě并且"and"ér qiě而且"that express progressive meaning.In addition,learners are prone to confusing the adverbs"Yě也"and"Hái还",which respectively express repetition and extension of the scope.Then,based on the error cases and previous teaching experience,I analyze the error causes and provide teaching suggestions from the perspectives of language transfer.Finally,I make a summary and comparison for questionnaire survey and Interlanguage Corpus.Chapter 4 is an teaching design for the repeated-meaning adverbs " Yě 也" and " Hái还" aiming at Indonesian students.According to the questionnaire survey,learners at all stages of learning and with different Chinese language backgrounds have a high error rate when using the adverb " Hái 还" to indicate progression.Analysis of intermediate language corpora shows that the adverb " Hái 还" indicating progression and the adverb " Yě 也" indicating similarity are often confused with each other.Therefore,in Chapter 4,we developed an instructional design for Indonesian students transitioning from elementary to intermediate levels,guiding them to better understand the use of the repeated-meaning adverbs " Yě 也" and " Hái 还" through classroom introduction,design,interaction,and homework,and finally make a reflection and summary. |
PDF Full Text Request