The L2Acquisition Of The Chinese Bi-construction

Bi-construction has always been the problem of Chinese language teaching,especially the teaching of Chinese as a foreign language.Based on bi-construction ofthe classroom teaching of Chinese as a second language as the research object, fromthe Chinese as a second language acquisition and teaching Chinese as a foreignlanguage,in the form of questionnaire research to further study the early and middlestage of the Korean learners’acquisition process of bi-construction, find out theinfluence individual differences influencing the acquisition of the primary, putforward the teaching mode of bi-construction.From bi-construction acquisition,the process of acquisition is orderly;there isgeneralization phenomenon in the process of acquisition;the learners often takeavoidance strategies;the mistakes made by the learners focus in such aspects assyntax,semantics and pragmatics,etc.Therefore, teachers should not only giveconsideration to both the strengthening of the pragmatic teaching and the collocationof words teaching in the usual grammar teaching, but also properly add some culturalfactors in the teaching.From the individual difference factors influencing the acquisition,most of theSouth Korean students have a certain foundation of English learning;with integratedmotivation and instrumental motivation accounts for the vast majority of thesubjects;most learners have a positive attitude to the target language,and the learners’attitude is associated with their achievement of bi-construction;about nearly half ofthe subjects partial introverted personality,most of them have higher self-esteem andstronger anxiety.Thus it can be seen，teachers should fully grasp the basic situation ofeach student, according to the characteristics of the students, they can adopt effectiveteaching measures in the teaching process, so as to achieve the best teaching effect.Based on the investigation analysis and on the basis of previous studies,alonglines such as “language function, syntactic structure,communicative context,culturalfactors, task activities,correct or error comparison”,this paper designed a kind ofteaching mode which was applicable to the teaching of bi-construction of the primaryand middle stages of South Koreans,in order to start a discussion about establishing asentence pattern teaching mode with high efficiency and the typical demonstrationsignificance.