Empirical Research, Acquisition Of Foreign Students' Body Tags

This study applies the theory of L2 acquisition into exploring overseass students' acquisition of Chinese aspect markers, the rules and features of its sentense patterns. Data collection, investigation of interlanguage corpus, specific grammatical test and other methodologies are applied in this research. The result is propitious to L2 teaching, and supplies theoretical and practical basis to the relevant syllabuses design, textbook selection, and compilation of grammatical items. It contributes to discovering the relevant language universal rules and further research on Chinese language and helps to find out the unique grammatical features which may not be realized by Chinese natives.(1) This study has wide investigation on overseas students with various L1 background of English, Japanese, Korean, Thai and Vicnamese. It discloses the similarities and rules of acquisition on Chinese aspect markers and proves universal trend of lanugage acquisition.(2) The study takes "le" as an example for explaining vienamese learners' interlanguage transference on the acquisition of Chinese aspect markers which is propitious to country-specification for teaching Chinese as foreign language.(3) The author makes every effort to pluralism on corpus, methodologies of data analysis, and research perspectives. The study shows the dynamic process of Chinese aspect markers in Chinese as L2 acquisition.This thesis contains introduction, five main chapters, and a conclusion. Every chapter has its emphasis from different perspectives and the five main parts are coherent with each other."Introduction" generalizes the focal points and significance of the thesis. It introduces the research object, theoretical basis, methodologies, scope and the origin of data. Chapter one "Literature Review of Modern Chinese Aspect" reviews the research history of aspect, based on which the problems remain to be solved on acquisition of Chinese aspect as L2 has been proposed. First, a systematic research on Chinese aspect markers is to be lucubrated. Second, previous research had less concern on the impact of interlanguage transference on the acquisition of aspect, therefore, learners'relevant acquisition features with different backgrounds need to be further explored. Third, the transformation of Chinese aspect markers on other researches is inadequate. Fourth, the research on Chinese aspect markers'acquisition sequence and difficulty is insufficient. Fifth, the relevant research methodologies is to be improved, quantitative study is in particular.Chapter two "Interlanguage Transference on Acquisition of Overseas Students' Chinese aspect" generalizes the features on tense and aspect of learners'L1 (English, Japanese, Korean, Thai and Vienamese) and investigates the errorr types of "le" "zhe" "guo" "qi lai" "xia lai" and "xia qu". This part take "le" as an example, completes a case study on learners with vienamese background. The transference of L1 in this case has been analyzed afterwards. Case study in combination with universal studies of learners with other backgrounds is propitious to country-specification for teaching Chinese as foreign language.Chapter three "Overseas Students'Error Distributing Rules in Acquiring Chinese Aspect Markers". This part summarizes the error distributing features on acquisition of Chinese aspect markers on the basis of statiscal analysis. It contains the quantity/frequence distribution, time distribution, genre distriution of various error types and also the distribution of learners'L1 background. Main findings in this chapter contain five points:first, with regard to Chinese aspect markers, similar errors types are used by learners with different L1 background in both oral and written genre, so does the phrase of errors. Second, the longer the learning time last, the more impact target language has and the more intralingual error elements are indicated. Third, causes lead to high error rate is universal, Eg. the occurence of errors on "le" "zhe" "guo" is the most, which is concerning to seperable words. Eg. the avoidence of "qi lai" "xia qu" "xia lai" is owning to the universal "simplification" in human cogntive strategy. The causes lead to high error rate are various, eg. interlanguage transference, intralingual interference, and grammatical items's interference. Fouth, error rate is related to planning level of genre situation. The higher the level is, the lower the error rate will be. The lower the level in random oral genre is, the higher the error rate will be. Fifth, the blending of Chinese aspect markers is investigated, which indicates the varibility in interlanguage.Chapter four"'Universal Trend'of Overseas Students'Acquistion of Chinese Aspect Markers" studies overseas students'acquistion sequence of "le" "zhe" "guo" from the perspectives of analysis of topic-based test data and natural data. It investigates the impacts that situation types have on the acquisition of Chinese aspect markers. It shows that the result is in accordance with "aspect assumption". "aspect assumption" believes the opposition on acquisition direction of "le" and "zhe". Main findings are past tense marker is first used in accomplishable verbs and perfective verbs and then in dynamic verbs and stative verbs; inperpective past tense is first used in stative verbs and then dynamic verbs, perfective verbs and accomplishable verbs. Progressive aspect marker is first used in dynamic verbs, and then perfective verbs and accomplishable verbs. The investigation proves that the marker "le" is inclined to be used with "accomplishable and perfective" verbs; while the marker "zhe" is used with "dynamic and stative" verbs; and "guo" occurs with any situation types.Chapte five "Overseas Students'Acquistion Sequence of Chinese Aspect Markers" applies the methods of Correction Frequency,Proficiency of Intervals and Implicational Scalinginto research. It has a relatively wide analysis of data based on interlanguage corpus and topic-based test and reconstructs six sub-sentence pattens of aspect markers on the basis of investigation on frequency, and rate of accuracy and relative error. A comparative study on similarity and difference of Chinese aspect markers as L2 and L1 acquistion is conducted.The last part "conclusion" summarizes the main points and assumption of the study.On the basis of theoretical framwork of L2 acquistion, including comparative analysis, error analysis, interlanguage, L1 transference, acqisiton model, learning strategy and other linuistic typology, the paper investigates and analyzes overseas students'acquistion of various aspect markers from several perspectives. The study collects data through the combination of natural and interlanauge corpus, oral and writen corpus. These data also takes learner's background and comparison of Chinese native and interlanguage's features into consideration. In the matter of data analysis, the thesis integrates quantitative and qualitative methods, accurate and inaccurate data, coefficiency and accuracy rate. The paper combines static desciption (of error types) and dynamic analysis (reconstruction of acquisition sequence), summarization of similarities and difference, and comparison of L2 acquisition and first language acquistion.