1 Introduction

This paper discusses the improvement of China's higher education's international status and the growth of the number of foreign students under the "the Belt and Road" initiative, and emphasizes the requirements of the Ministry of Education on the academic Chinese ability of foreign students, especially the academic Chinese writing ability. It pointed out the shortcomings of international students in academic Chinese expression ability, especially in writing ability, and mentioned the progress of research on academic Chinese vocabulary, including the classification and characteristics of academic Chinese vocabulary, the importance of using long sentences, and the construction of academic Chinese word lists. At the same time, the shortcomings of existing research on the characteristics of academic Chinese vocabulary usage by international students were pointed out, and the research purpose of this article was proposed, which is to compare the differences in adverb usage between international students and native speakers, analyze the characteristics and reasons of adverb usage by international students, and provide reference for advanced academic Chinese teaching in international Chinese education.

2. Research Data and Methods

Introduced research data and methods. The study selected 129 master's theses of international students and academic papers of native speakers from CNKI and core journals in Chinese linguistics, and constructed an academic Chinese paper corpus of 800775 words. Use Python 3.7 and LTP Chinese word segmentation library to perform word segmentation and part of speech tagging on the corpus, extract adverbs, and manually proofread them. The study adopts the adverb classification framework of Zhang Yisheng and Zhang Yan, and uses corpus comparison research method and log likelihood statistics to analyze the differences in adverb usage between international students and native speakers, and explore the causes.

3 General Characteristics of Academic Chinese Adverbs Used by International Students

This chapter analyzes the overall differences in the use of academic Chinese adverbs between international students and native speakers. Research has found that international students use fewer adverb class symbols and form symbols in their paper writing compared to native speakers, and their average frequency of using adverbs per 10000 words is also lower than that of native speakers. Through LL value calculation, significant differences were observed in the frequency of use of all types of adverbs except for repeated adverbs, descriptive adverbs, and cooperative adverbs. International students tend to use degree adverbs, while native speakers use range adverbs the most. Degree adverbs are mainly used to express the degree and magnitude of things, while commentary adverbs are used to express the speaker's subjective evaluation and attitude towards events and propositions. International students are clearly lacking in the frequency of using explanatory adverbs. In addition, there are significant differences between international students and native speakers in the use of core adverbs, especially in the use of time adverbs. International students rely more on the use of core adverbs to highlight their academic style. Mastering the application of high-frequency core adverbs proficiently is a key element in understanding and writing academic papers in Chinese.

Analysis of Specific Characteristics of Academic Chinese Adverbs Used by International Students

This chapter reveals the differences in adverb usage between international students and native speakers through comparative analysis of frequency, LL value, and p-value. Research has found that international students tend to overuse adverbs in academic Chinese writing, particularly in the use of degree adverbs, time adverbs, and range adverbs, with degree adverbs being the most prominent. The excessive use of adverbs by international students is mainly manifested in two characteristics: first, the excessive use of degree level adverbs to express subjective positions, which may affect the objectivity and scientificity of academic papers; The second is the misuse of adverbs to connect discourse, leading to logical contradictions and hierarchical confusion in the paper. The causal analysis points out that international students have weak awareness of academic Chinese language style, insufficient ability to distinguish synonymous adverbs, and are influenced by negative transfer from their mother tongue, as well as neglect of multi-dimensional differentiation of synonymous adverbs in teaching.

5 Conclusion and Implications

The academic Chinese writing ability of international students is an important skill for obtaining degrees and conducting professional studies. This study is based on a self built corpus and analyzes the differences in adverb usage between international students and native speakers. It is found that international students rely more on high-frequency adverbs and core adverbs, while native speakers use range adverbs more frequently. Due to weak language awareness and insufficient ability to distinguish synonymous adverbs, international students have problems with excessive use of degree level adverbs and misuse of adverbs to connect discourse. In teaching, we should strengthen the teaching of adverbs, especially core adverbs, cultivate awareness of academic Chinese language style, and enhance our ability to write academic papers. At the same time, we should absorb the theoretical achievements of language style, compile textbooks, strengthen the teaching of function words beyond the syllabus, as well as the teaching and use of meta discourse, in order to improve the expression level of academic paper discourse. Subsequent research will explore the usage characteristics of other academic Chinese core function words by international students.