A Cross-Linguistic Analysis of Errors Made by Shona-Speaking Students in Using Chinese Degree Adverb '太' (tài)
Itayi Artwell Mareya
*
Department of Foreign Languages, Hanjiang Normal University, Shiyan City, Hubei-442000, China.
Xiaohua Feng
Department of Foreign Languages, Hanjiang Normal University, Shiyan City, Hubei-442000, China.
Amanita R Mareya
College of International Exchange and Education, Hebei University, Baoding City, Hebei-130601, China.
*Author to whom correspondence should be addressed.
Abstract
Background: Zimbabwean students learning Chinese at the University of Zimbabwe often face difficulties in using the Chinese degree adverb “tai”, resulting in frequent grammatical errors.
Aims: This study investigates the types and causes of errors made by Zimbabwean Shona-speaking students when using the Chinese degree adverb "太" (tài), and proposes remedial teaching strategies.
Methodology: A cross-sectional error analysis study was conducted at the Confucius Institute at the University of Zimbabwe, Harare, Zimbabwe and Zimbabwean students in China. Data were collected over one year (2021–2022) from 100 Shona-speaking students (HSK levels 1–5). Instruments included a structured questionnaire, interviews (via phone and WhatsApp), and analysis of students’ homework. Errors in the use of "tài" were identified, classified, and analysed for frequency and underlying causes.
Results: Four main error types were found: omission, redundancy, word order, and mixed errors. Redundant errors were the most frequent. Major causes included negative transfer from Shona and English, insufficient teaching emphasis on "tài," and a deficiency in locally adapted teaching materials.
Conclusion: Cross-linguistic differences between Shona and Chinese significantly hinder accurate acquisition of "tài." The study recommends targeted teaching strategies, improved teaching materials (including Shona–Chinese contrastive resources), and a shift in teaching perspectives to address these errors systematically.
Keywords: Zimbabwe, Chinese, Shona, degree adverb, analysis, error