“很”是学习汉语的学生接触较早并且使用频率较高的程度副词。“很”与其他词类及语法结构的组合能力较强。很多对汉语母语者来说习焉不察的使用规则，在英语母语者来看却是难以把握的。因而，程度副词“很”的偏误现象较为普遍，值得在教学中进一步探讨。 本文以英语母语者为考察对象，从美国欧柏林大学、HSK动态作文语料库以及北京师范大学汉语文化学院三个方面共选取了261条有效语料。结合偏误分析等相关理论，本文对程度副词“很”的偏误类型进行了分类、对偏误原因进行了分析，并在此基础上提出有针对性的教学策略。 本文将整理好的有效语料划分为五个类型，除了遗漏、误加、误代与错序类偏误以外，我们还将不能简单划分到前四类的偏误划分为特殊类偏误。这类偏误主要是围绕“很多”与“很少”展开的。在所有偏误类型中，遗漏类偏误最多，几乎占到总语料的一半。其次，分别是误加、误代和特殊类偏误。错序类的偏误最少，只有一例。 一个偏误的形成可能是由多方面的原因造成的。本文重点分析了三个影响学生使用程度副词“很”的因素，分别是母语负迁移、目的语规则的过渡泛化以及程度副词“很”的习得时间。在此基础上，结合实例提出了有针对性的教学策略，分别是英汉对比教学、归纳教学、格式化教学、纠错意识的双向养成以及课后练习的有效设计等。 总的来看，本文希望通过系统地研究程度副词“很”的偏误，能够为针对英语母语者的程度副词“很”的对外汉语教学提供实质性的帮助，能够进一步拓宽程度副词“很”的研究思路及教学思路，同时也能够为其他程度副词的研究提供一些有价值的想法。

"Hen(很)" is a degree adverb that foreign students will learn earlier and use more frequently. The combinations of "Hen(很)" and other parts of speech and grammatical structures are varied. For native Chinese speakers, many of the usage rules are quite easy but a lot of the common rules as seen as difficult for many native English speakers to grasp. An example of this is the Sentence-accomplishment Study. Therefore, the error phenomenon of the adverb "Hen(很)" is relatively common, which is worth exploring further in teaching. Taking the native English speakers as subjects, we collected 261 corpora related to the adverb "Hen(很)" from teaching practice and HSK Dynamic Composition Corpus. Combining the theory of error analysis and other related theories, this paper makes a detailed classification and comprehensive analysis of the errors of the degree adverb "Hen(很)", summarizes the rules, and provides the corresponding teaching strategies. This article is divided into six chapters. The first chapter is the preface. It briefly introduces the origin of this topic and the source of the corpus as well as further expounding the research methods and research significance of this paper. The second chapter mainly summarizes the research conducted on the degree adverb "Hen(很)", including the theoretical research surrounding the degree adverb "Hen(很)" and the research results related to the teaching of Chinese as a foreign language. The theory of error analysis is also specified in this chapter. At the same time, it also explains the research on the Sentence-accomplishment Study. The third chapter, "Hen(很)" using the theory of error analysis, makes an analysis of the error types of the degree adverb "Hen(很)". It not only induces and analyses the four kinds of errors; omission, misuse, misrepresentation, and error order; but also analyses the "unique errors" which cannot be simply divided into the former four types of errors. The fourth chapter, combined with the types of errors, analyzes and summarizes the reasons for the errors of native English speakers. The main analysis points include the negative transfer in English, generalization of target rule, and acquisition time of degree adverb "Hen(很)". The fifth chapter, in view of the previous analysis, puts forward the corresponding teaching strategies, mainly from five aspects: English and Chinese comparative teaching, inductive teaching, formatting teaching, cultivation of error correction consciousness, and effective design of after-school exercises. The sixth chapter is the conclusion. Summarizing the contents of the full paper, and pointing out ways that the research and be expanded and improved upon.