A Study On The Acquisition Of Chinese Tusks In Laos For Chinese Students Based On Corpus

The acquisition of Chinese aspect markers has always been a difficulty to overseas students. The relevant researches on the acquisition of Chinese aspect markers for overseas student seem not rare. On the base of those previous researches and sufficient linguistic database, this thesis focuses on analyzing the error types and bias error factors of Chinese aspect markers acquisition for Laotian overseas students through investigation of Chinese aspect markers’ sentence patterns serving situation among Laotian overseas students in language database. The data source comes from both corpus and case studies. On this basis, a comprehensive survey is given on three results, the correct usage rate, the operating frequency of the sub-structures of all stylistic markers and the difference of operating frequency between overseas Laotian students and Chinese native speakers to determine the order that overseas Laotian students acquire Chinese aspect markers. Then this thesis compares with the existing researches, so as to confirm the particularity and the difficulties of acquisition when Laotian overseas students use the sub-structures of Chinese aspect markers. Finally,this thesis summarize the whole research contents and conclusions, and put forwards some suggestions on the difficulties of acquisition of overseas Laotian students for teaching.There are four conclusions:1.The acquisition error analysis of Chinese markers for Laotian overseas students is following these steps, we summarize the sub-structures of all stylistic markers after investigating language database. There are six types of that, and they are omission, miss-adding, misuse, miss-order, and avoid. The main type is omission.2. Possible reasons that may cause the phenomenon of omission are attribute to the effect of mother tongue. The rest acquisition errors of miss-adding, misuse,miss-order, avoid, and overgeneralization are due to the Chinese syntactic structure itself and the complexity of Chinese syntax. Students are inclined to generalize the rules of Chinese aspect markers. Teachers are used to teaching things grammatical without any potential knowledge expanded.3.The acquisition sequence of the sentence pattern including marker “le(了)”:S + adjective + le1+2 > S + V +(Complement) + le1+2 > le1 being used in serial-verb-sentence > S + V + le1 + Time-phrase Structure > S + V + le1 + O > S +bei/rang/jiao/gei + O + V + le1 > S + V + le1 + Double Object Construction, S + V +le1 + O + le2 > S + ba(把)+ O + V + le1The acquisition sequence of the sentence pattern including marker “guo(过)”:Negatives + V + guo > guo being used in Verb-Predictive Sentences > guo being used in Clausal predicate sentence, guo being used in Verb-Complement-Predicated Sentence > guo being used in Abbreviated Sentence > VP + guo + NP1 + de(的)+NP2, guo being used in Dual-Function Constituent Predicate, guo being used in bei(被) ConstructionThe acquisition sequence of the sentence pattern including marker “zhe(着)”:V + zhe + VP(NP) > S + Adverbial of place + Vzhe > V + zhe +(NP) > noun of locality + V + zhe(NP)4.The difficulties of acquisition refers to Laotian overseas students use the sub-structures of Chinese aspect markers are S+ba(把)+O+V+le1(了1), S+Adverbial of place+Vzhe(着), V+zhe(着)+(NP) and noun of locality+V+zhe(着)(NP).